Dual-language programs aim to teach students two languages simultaneously. They typically consist of both Spanish- and English-speaking students, with half of instruction in each language. These programs strive for bilingualism, biliteracy, academic achievement equal to monolingual programs, and cross-cultural competence. Their goal is to create an additive learning environment where both the dominant and minority languages have equal status in the program, curriculum, and instruction.
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Language education reflects largely unstated government policies, mainstream cultural values, and minority group aspirations. Their diverse aims result in monolingualism or various types of bilingual education, weak or strong forms in terms of bilingual outcomes among students. This presentation shows how 10 cases of school systems in Japan and the world can be analyzed into types of bilingual education.
This study presents the effects of mother tongue interference on the academic performance of secondary school students in English language as second language.
This study presents the effects of mother tongue interference on the academic performance of secondary school students in English language as second language.
Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
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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
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
1. ESL Creative Visual Charts
Defining and Reflecting on Terms/Concepts of ELL’s
2. Dual-Language Programs-
Are designed to teach a new language
simultaneously to two groups of language learners.
These programs are typically composed of Spanish-
and English- speaking students with
approximately half of the instruction
time in each language.
First Definition
3. Dual-Language Programs –
Generally use the partner language at least half of the
instructional day in elementary years. These programs
aim for bilingualism (the ability to speak fluently in
two languages), biliteracy (the ability to read and
write in two languages), academic achievement
equal to or greater than that of students in non-dual
programs, and cross cultural competence.
Second Definition
4. Dual-Language Programs-
Aim to create additive bilingual learning
environments where the dominant language
and the minority language are given equal status
at the program, curricular, and instructional level.
Third Definition
5. Reflection on Dual-Language Programs
Having programs in which a student can learn literacy through
their native language, as well as the language they are
trying to acquire, is of benefit to the student in my opinion
because it creates fluent bilingual and biliterate students.
Being able to correlate ideas or concepts between the two
languages can help the student build comprehension on the
idea or concept in the language they are trying to acquire.
As a teacher, this would require more work, more planning,
more implementation, more strategies and fluency in both
languages being taught to my students.
6. First Definition
Types of Bilingual Students
Balanced Bilingual - has achieved oracy and literacy
in two languages.
Monolingual/Literate in Native Language – is fluent and can perform
well academically in onelanguage; has had limited exposure
to English, including limited cultural knowledge.
Monolingual/Preliterate in Native Language – is fluent in, but cannot
perform well orally or academically in the primary language; has had
limited exposure to English, including limited cultural knowledge.
Limited Bilingual – is fluent in the primary language; may be fluent in
English, including cultural knowledge, but academic skills in both
languages are not yet established.
7. Second Definition
Types of Bilingual Students
Compound Bilingual – is an individual who learns two
Languages in the same environment so that he/she acquires
One notion with two verbal expressions.
Coordinate Bilingual – acquires the two languages in
Different contexts (e.g., home and school), so the words of
The two languages belong to separate and independent systems.
Sub-Coordinate Bilingual – one language dominates
8. Third Definition
Types of Bilingual Students
Early Bilinguals – acquisition of more than one language in the pre-adolescent
phase of life. (a) Simultaneous – when a child learns two languages at the same
time, from birth. (b) Successive – when a child who has already partially acquired
a first language and then acquires a second language early in childhood.
Late Bilingual – acquisition of one language before and the other language after
the age of 8 years.
Balanced Bilingual – acquire similar degrees of proficiency and mastery
in both languages.
Dominant Bilingual – individuals whom their proficiency in one language is higher
than that in the other language(s).
9. Reflection on Types of Bilingual Students
Reading and studying about the many types of bilingualisms
that people can be, shows me how bigger the picture really is
when we take into consideration all the different characteristics or
criteria that falls under each type. I am now aware of the importance,
as a future educator, to be familiar with the many types of
bilingualism there is so that in the future, I can better assist my
students. My lesson planning, strategies and implementation
activites will need to reach each student on the level/type they are.
I do agree and believe they are many types of bilingual students
because just as in any type of learning, there are learners in
different levels that acquire information at a different rate than others,
so it makes sense this would apply to language as well.
10. Principles of Language Transfer –
Occurs when the comprehension
or production of a second language
is influenced by the way the first
language has been acquired.
First Definition
11. Language Transfer-
the tendency to transfer the
Phonology, syntax, and semantics
from the native language to
the second language.
Second Definition
12. Language Transfer-
L1 (language one) influences at every
aspect of L2 (language two) learners’
interlanguage: discourse, lexicon,
semantics, syntax, morphology
(including bound morphemes),
phonetics, and phonology.
Third Definition
13. Reflection on Language Transfer
I do agree that the skills we learn or acquire from
our first language carries itself over as we try to
master or learn a second language. You try to apply
rules or concepts from one language to the other.
For our ELL students, that means they are trying to
figure out the English language and its properties by
applying what they know from their Native language.
As a teacher, we need to familiarize ourselves with
these concepts of language transfer so that we can
plan accordingly to meet that students need and help
them be more successful in acquiring their second language.
14. Bi-literacy –
Students can develop reading and
writing in the second language
simultaneously with speaking
and listening skills; functional use
Of two ore more languages.
First Definition
15. Bi-literacy – the ability to
effectively communicate or
understand written thoughts and
ideas through the grammatical
systems, vocabularies and written
symbols of two different languages.
Second Definition
16. Bi-literacy -
someone proficient at communicating in
two languages in terms of literacy skills,
that is, reading and writing, as these
skills involve communicating in written
language.
Third Definition
17. Reflecting on Bi-Literacy
I agree that our goals as educators should be to help our
ELL students reach this standard of biliteracy so that
they are successful in their lives. Finding the proper
strategies to help these students reach this state of biliteracy
is so instrumental for our students to reach their
full potential in being able to acquire both languages fluently.
18. Second Definition
Bi-cultural –
Represents comfort and proficiency with
both one’s heritage culture and the culture
of the country or region in which one
has settled. It is applicable not only to
immigrants who have come from other countries,
but also to children of immigrants who- although
they are born and raised in the receiving
society- are likely deeply embedded in the heritage
culture at home with their families.