Belinda Harrington aims to improve her teaching of foreign language by increasing cultural authenticity and using technology tools. Her goals are to help students succeed in learning the four communicative components of a foreign language: speaking, listening, reading and writing. She wants to create a virtual learning environment to offer an alternative for students who struggle in a traditional classroom, with the long term goals of providing culturally authentic speaking, listening, reading and writing practice through a virtual format.
Education is about providing students with knowledge, and about giving tools to help them learn the best way they can. Just like our world, the classroom is diverse. It is diverse ethnically, spiritually, linguistically, and in many other differences. There are many ways teachers can accommodate their lesson plans for diverse learners. Our groups focused on students who may also be emergent bilingual or multilingual, and who may need accommodations. Our presentation will provide real life situations, an overall understanding of bilingual education, tips and statistics. Each slide will provide either an audio or video excerpt to further explain each topic.
Education is about providing students with knowledge, and about giving tools to help them learn the best way they can. Just like our world, the classroom is diverse. It is diverse ethnically, spiritually, linguistically, and in many other differences. There are many ways teachers can accommodate their lesson plans for diverse learners. Our groups focused on students who may also be emergent bilingual or multilingual, and who may need accommodations. Our presentation will provide real life situations, an overall understanding of bilingual education, tips and statistics. Each slide will provide either an audio or video excerpt to further explain each topic.
CBI at the Community College Level: Is it Feasible?
Content-based instruction (CBI) refers to the teaching of language through exposure to content that is interesting and relevant to learners. This content serves several purposes. First, it provides a rich context for the language classroom, allowing the teacher to present and explain specific language features. Additionally, it addresses the learners’ need for cognitively challenging input that can both facilitate language acquisition and help foster critical thinking skills.
In their pioneering volume on CBI (1989), Brinton, Snow, and Wesche identified three prototype models of CBI—theme-based, sheltered, and adjunct—documenting their implementation in a variety of ESL/EFL contexts. Additional “hybrid” models of these three prototypes have continued to evolve as institutional experiences with CBI expand.
Although many agree with the teaching/learning concepts that underlie CBI as an approach to second language instruction, numerous factors can impede its successful implementation. In this 90-minute workshop, panelists explore the question of whether CBI is feasible in the California community college context. Following a brief orientation to CBI, presenters from five California community college programs provide details on existing CBI programs at their community colleges. They then discuss successes and challenges in implementing CBI at the community college with respect to a variety of issues, including the selection of content or discipline areas, program design, funding, and administrative concerns. Audience members are encouraged to ask questions and share their own experiences.
Panelists:
Donna M. Brinton
University of Southern California
Los Angeles, CA
dbrinton@usc.edu
Nancy Sander
West Los Angeles College
Culver City, CA
SanderN@wlac.edu
Sharon Jaffe
Santa Monica College
Santa Monica, CA
JAFFE_SHARON@smc.edu
Patricia Kelly
Southwestern College
Chula Vista, CA
pkelly1@swccd.edu
Marsha Chan
Mission College
Santa Clara, California
marsha@sunburstmedia.com
Barbara Luther
Saddleback College
Mission Viejo, CA
bjlu5903@att.net
2019 Teachers Helping Teachers presentation in Kyrgyzstan, Sept, 2019
CLIL (Content and Integrated Language Learning) is a form of instruction that attempts to emphasize both English language and content to non-native English speakers. It serves as the model of instruction for many courses taught in the liberal arts program of a small college in southern Japan, where the presenter is employed. This presentation explained CLIL through comparison with its cousins: EMI (English Medium Instruction) and CBI (Content Based Instruction). Some of the benefits of the CLIL model will be outlined. An overview of a 15-week freshman political science course meeting twice per week was presented in order to exemplify what a team-taught CLIL course might look like. Participants received a multiple-lesson plan and student materials for one of this course’s 10+ readings to see the how content and language can be integrated, and provided ideas to teachers interested in this instructional model.
CBI at the Community College Level: Is it Feasible?
Content-based instruction (CBI) refers to the teaching of language through exposure to content that is interesting and relevant to learners. This content serves several purposes. First, it provides a rich context for the language classroom, allowing the teacher to present and explain specific language features. Additionally, it addresses the learners’ need for cognitively challenging input that can both facilitate language acquisition and help foster critical thinking skills.
In their pioneering volume on CBI (1989), Brinton, Snow, and Wesche identified three prototype models of CBI—theme-based, sheltered, and adjunct—documenting their implementation in a variety of ESL/EFL contexts. Additional “hybrid” models of these three prototypes have continued to evolve as institutional experiences with CBI expand.
Although many agree with the teaching/learning concepts that underlie CBI as an approach to second language instruction, numerous factors can impede its successful implementation. In this 90-minute workshop, panelists explore the question of whether CBI is feasible in the California community college context. Following a brief orientation to CBI, presenters from five California community college programs provide details on existing CBI programs at their community colleges. They then discuss successes and challenges in implementing CBI at the community college with respect to a variety of issues, including the selection of content or discipline areas, program design, funding, and administrative concerns. Audience members are encouraged to ask questions and share their own experiences.
Panelists:
Donna M. Brinton
University of Southern California
Los Angeles, CA
dbrinton@usc.edu
Nancy Sander
West Los Angeles College
Culver City, CA
SanderN@wlac.edu
Sharon Jaffe
Santa Monica College
Santa Monica, CA
JAFFE_SHARON@smc.edu
Patricia Kelly
Southwestern College
Chula Vista, CA
pkelly1@swccd.edu
Marsha Chan
Mission College
Santa Clara, California
marsha@sunburstmedia.com
Barbara Luther
Saddleback College
Mission Viejo, CA
bjlu5903@att.net
2019 Teachers Helping Teachers presentation in Kyrgyzstan, Sept, 2019
CLIL (Content and Integrated Language Learning) is a form of instruction that attempts to emphasize both English language and content to non-native English speakers. It serves as the model of instruction for many courses taught in the liberal arts program of a small college in southern Japan, where the presenter is employed. This presentation explained CLIL through comparison with its cousins: EMI (English Medium Instruction) and CBI (Content Based Instruction). Some of the benefits of the CLIL model will be outlined. An overview of a 15-week freshman political science course meeting twice per week was presented in order to exemplify what a team-taught CLIL course might look like. Participants received a multiple-lesson plan and student materials for one of this course’s 10+ readings to see the how content and language can be integrated, and provided ideas to teachers interested in this instructional model.
(Slides taken from a conference presentation) What are the 21st Century Skills that students need to thrive? How is this related to a language teaching context? The case study of Finland is also presented as an example.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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.
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!
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. • My goal is to improve familiarity with and knowledge of
technology tools to help increase the level of cultural
authenticity and effectiveness in teaching the four
communicative components to learning a foreign
language.
Speaking
Listening
Reading
Writing
3. Many students
for various
reasons struggle
to succeed in a
traditional
classroom
• Despite being in a small
school with relatively small
class sizes there are still
students who are unable to
pass Spanish 1 and are in
danger of not graduating
high school.
• In the long term, I am
interested in creating a
virtual learning environment
that provides students a
viable way to earn foreign
language credits in high
school
4. Long term goal of a virtual
environment to offer to students
Culturally authentic
speaking and listening
opportunities
Culturally authentic
reading and writing
practice
Traditional
Classroom
Objectives for
beginning
second language
learners
Virtual environment
would need to mirror
or improve upon
speaking and listening
opportunities
Virtual classroom
would need to provide
same level of reading
and writing practice to
grow communicative
skills
Potential virtual
environment
opportunity for
students who
struggle in a
traditional
classroom setting
5. Ultimate goals
The high school that I teach at has currently a very high drop out rate (in
recent years as high as 60%) and 97% of the student population is below
the poverty line.
While technology is not a cure-all I believe there are many ways I could be
improving the quality of instruction and increase student engagement
through developing skills and a higher level of proficiency with current and
developing technologies.
