Esl pd training materials and handouts
•Download as PPT, PDF•
1 like•1,311 views
The document provides guidance for teachers on supporting English language learners. It discusses the importance of understanding students' cultures, recognizing signs of culture shock, using WIDA standards to differentiate instruction based on language proficiency levels, and employing strategies like pre-teaching vocabulary, simplifying materials, and collaborating with ESL professionals. The overall message is that culturally responsive teaching is key to helping English language learners succeed academically.
Report
Share
Report
Share
![With your help & commitment you will see ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Dawn Mendoza CV 2016
Dawn Mendoza has over 20 years of experience in academia. She received her PhD in English from Tufts University and currently works as the Writing Center Director and Writing Program Administrator at Dean College. In these roles, she oversees tutoring services, faculty training, and writing program development. Previously, she held positions at Simmons College and Bentley College directing writing centers and writing programs and teaching composition courses. She has presented her work at numerous conferences and published on topics related to tutoring, writing centers, and Latino literature.
Culture nectfl 2017
This document discusses integrating culture into language instruction. It defines culture as the integrated patterns of behavior including perspectives, practices, and products. Examples are given of how to teach about target culture products, practices, and perspectives through activities connecting them to vocabulary and language use. The role of food in the francophone world is used as a case study, discussing key ingredients in crepes as a cultural product from France.
Trenton
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.
Authentic materials2
The document discusses the use of authentic materials in world language curriculum. It defines authentic materials as materials designed for native speakers rather than language learners. The document outlines the advantages of using authentic materials, such as exposing students to real language and culture. It also discusses challenges, such as finding and integrating appropriate authentic materials. Throughout, it provides many examples of authentic materials and strategies for how to incorporate them into lessons at different proficiency levels.
Art of listening
This document provides an overview and agenda for a presentation on listening skills and questioning at different language levels. It discusses the importance of listening, challenges of listening at various levels, and examples of listening resources. It outlines the ACTFL Can Do statements for listening at the Novice, Intermediate and Advanced levels. It also provides examples of scaffolding techniques and resources that can be used to develop listening skills at each level.
Interpretive nectfl 2017
The document provides an overview of a presentation on communication and the interpretive mode in language learning. It discusses the importance of interpretive communication as assessed on the Advanced Placement exam. The presentation agenda includes defining interpretive communication, its importance in the curriculum, materials to use, and teaching strategies. Key aspects of interpretive communication emphasized are using authentic materials from the target culture and scaffolding tasks by language proficiency level. Listening and reading are discussed, highlighting challenges and resources to support comprehension at different levels.
Presentation1 a
This document discusses integrating culture into foreign language instruction. It defines culture and explains how culture is essential to accurate and complete world language teaching. The document discusses interculturality as a philosophy that emphasizes authentic cultural interaction over intense grammar instruction. Interculturality is student-centered and uses techniques like flipped classrooms and interactions with native speakers to better understand cultural perspectives. The goals are to prepare students for real-world language use and help them appreciate both similarities and differences between cultures. ACTFL standards have increasingly emphasized developing cultural competence alongside language skills over the past 20 years.
Baal icsig-2012-Thompson
Celia Thompson presented her research on at the BAAL-ICSIG Seminar 2012 at the Dept of Languages, The Open University, Milton Keynes, UK, on 17-18 May 2012.
Recommended
Dawn Mendoza CV 2016
Dawn Mendoza has over 20 years of experience in academia. She received her PhD in English from Tufts University and currently works as the Writing Center Director and Writing Program Administrator at Dean College. In these roles, she oversees tutoring services, faculty training, and writing program development. Previously, she held positions at Simmons College and Bentley College directing writing centers and writing programs and teaching composition courses. She has presented her work at numerous conferences and published on topics related to tutoring, writing centers, and Latino literature.
Culture nectfl 2017
This document discusses integrating culture into language instruction. It defines culture as the integrated patterns of behavior including perspectives, practices, and products. Examples are given of how to teach about target culture products, practices, and perspectives through activities connecting them to vocabulary and language use. The role of food in the francophone world is used as a case study, discussing key ingredients in crepes as a cultural product from France.
Trenton
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.
Authentic materials2
The document discusses the use of authentic materials in world language curriculum. It defines authentic materials as materials designed for native speakers rather than language learners. The document outlines the advantages of using authentic materials, such as exposing students to real language and culture. It also discusses challenges, such as finding and integrating appropriate authentic materials. Throughout, it provides many examples of authentic materials and strategies for how to incorporate them into lessons at different proficiency levels.
Art of listening
This document provides an overview and agenda for a presentation on listening skills and questioning at different language levels. It discusses the importance of listening, challenges of listening at various levels, and examples of listening resources. It outlines the ACTFL Can Do statements for listening at the Novice, Intermediate and Advanced levels. It also provides examples of scaffolding techniques and resources that can be used to develop listening skills at each level.
Interpretive nectfl 2017
The document provides an overview of a presentation on communication and the interpretive mode in language learning. It discusses the importance of interpretive communication as assessed on the Advanced Placement exam. The presentation agenda includes defining interpretive communication, its importance in the curriculum, materials to use, and teaching strategies. Key aspects of interpretive communication emphasized are using authentic materials from the target culture and scaffolding tasks by language proficiency level. Listening and reading are discussed, highlighting challenges and resources to support comprehension at different levels.
Presentation1 a
This document discusses integrating culture into foreign language instruction. It defines culture and explains how culture is essential to accurate and complete world language teaching. The document discusses interculturality as a philosophy that emphasizes authentic cultural interaction over intense grammar instruction. Interculturality is student-centered and uses techniques like flipped classrooms and interactions with native speakers to better understand cultural perspectives. The goals are to prepare students for real-world language use and help them appreciate both similarities and differences between cultures. ACTFL standards have increasingly emphasized developing cultural competence alongside language skills over the past 20 years.
Baal icsig-2012-Thompson
Celia Thompson presented her research on at the BAAL-ICSIG Seminar 2012 at the Dept of Languages, The Open University, Milton Keynes, UK, on 17-18 May 2012.
O'Hara Vitae
Mark O'Hara is a Visiting Instructor at Miami University who teaches courses in sociology, educational psychology, disability studies, English, and composition. He received his Ph.D. in Educational Leadership from Miami University in 2014 with a dissertation on representations of mental illness in film. O'Hara has over 20 years of experience teaching English at the secondary level and has presented widely at academic conferences on topics related to disability studies, film, and education.
Ways to teach and collaborate in superdiverse schools
Ways to teach and collaborate in superdiverse schoolsNationellt centrum för svenska som andraspråk, Stockholms universitet
Åhörarkopior från Kate Seltzers presentation på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/ways-to-teach-and-collaborate-in-superdiverse-schools-1.231482Art of listening
This document outlines strategies for teaching listening skills. It begins with an overview of listening at different levels from novice to advanced. It discusses using authentic materials and the challenges of listening comprehension. Sample listening activities are provided for each level as well as techniques for scaffolding listening tasks. Finally, it addresses listening at the advanced level, including how listening is assessed on the AP exam through multiple choice questions and free response essays requiring comprehension of audio sources.
CV Victoria Barnett
Victoria Barnett-Woods is a doctoral student at George Washington University expected to graduate in Spring 2018 with a PhD in English. She holds a Master's degree in English from Marquette University and a Bachelor's degree in English from California State University, Northridge. Her academic and professional experiences include teaching positions, fellowships, publications, and presentations on topics related to postcolonial literature and language.
THE ROLE OF THE CULTURE IN THE ENGLISH LANGUAGE LEARNING AND TEACHING IN THE ...
This document is a thesis submitted by Muhammad Asif to the University of Lahore on the role of culture in English language teaching in Pakistani textbooks. It includes an acknowledgment, dedication, abstract, list of abbreviations, and table of contents. The abstract indicates that the thesis will evaluate how culture is treated in Pakistani English textbooks, investigate teachers' understanding and handling of culture in class, examine learners' perceptions of English learning, and design a culture training program for teachers. It will use qualitative analysis including an evaluative guide, two teacher questionnaires, a learner questionnaire, and an experiment. The results are expected to reveal how culture is overlooked or inadequately considered in textbooks, that some teachers do not include it in lessons,
English 344 session 1
The document summarizes key points from two sessions of an English language teaching foundations course. It outlines the agenda, course objectives, materials and assignments. Regarding first language acquisition, it discusses the typical developmental stages children progress through, from babbling to one-word sentences and eventually two to three word sentences by ages 3 to 5. It also briefly covers different theories of first language acquisition from behaviorist, innatist and interactionist perspectives.
Strategies and techniques for teaching culture
This document discusses various strategies and techniques for teaching culture in the classroom, including:
1. Strategies such as lectures, interviews, and using authentic materials.
2. Techniques such as cultural islands, culture capsules, culture clusters, culture assimilators, critical incidents, mini-dramas, audio-motor units, cultoons, media/visuals, celebrating festivals, kinesics, consciousness-raising, and independent activity sheets.
3. Detailed explanations and examples are provided for some of the key techniques, including culture capsules, culture clusters, culture assimilators, critical incidents, mini-dramas, and independent activity sheets.
343 cr
The document discusses a class that focuses on understanding the influence of culture on writing. It introduces contrastive rhetoric, which examines differences in writing across cultures. While Kaplan's early work in this area made broad generalizations, later scholars recognized that writing is influenced by many factors beyond just one's native language and culture. The class considers how to apply contrastive rhetoric insights to teaching English as a second language in a way that is critically aware of issues of power and discourse. It also discusses responding effectively and sensitively to international students' writing assignments in English.
Jill Watson Essential Program Components for Meeting the Learning Needs of St...
The keynote address provided an overview of students with limited or interrupted formal education (SLIFE) including their learning challenges and key program components to meet their needs. SLIFE often have no prior education, limited literacy in any language, and little English proficiency due to factors like trauma, poverty and limited schooling opportunities. Effective programs recognize SLIFE's experience with oral learning and lack of print literacy, providing structured literacy instruction, academic language support, and bridging their cultural learning styles with academic expectations. All staff should receive training to meet SLIFE's distinct needs through culturally responsive practices.
Jill Watson Instructional Approaches that Set SLIFE up to succeed (and are go...
The document discusses two instructional approaches for students with limited or interrupted formal education: structured oral interaction (RISA oral interaction) and using elders as fonts of knowledge. RISA oral interaction involves structured dialogs between students to practice language and content objectives, while using elders as fonts of knowledge recognizes the importance of elders sharing knowledge in oral cultures and suggests having elders participate in the classroom. Both approaches aim to set up SLIFE students for success by building on their strengths in oral communication and cultural traditions.
Process drama and chinese language teaching
This document describes a process drama teaching case study conducted at an Australian secondary school that used drama techniques to teach Chinese language and culture to non-Chinese background students. The drama project involved students writing and performing a play based on the film Kung Fu Panda in Chinese class over several weeks, with teacher guidance. The case study discusses the implementation of the drama activities and lessons learned regarding effective use of drama approaches in secondary school Chinese language education.
Courtney Berne's ESL Resume
Courtney Berne has over 15 years of experience as an educator teaching English in various international locations and institutions in the United States. She has designed curricula and instructed students from ages 15 to 50 in subjects such as English, writing, reading, speaking, and art history. Berne also has experience working with primates as an intern at wildlife centers in Florida and Illinois and presenting at education conferences internationally.
Bics & calp presentation kelami dedezade.pps
The document discusses the importance of using a child's mother tongue in early primary education. It summarizes research showing that students who learn basic reading and writing skills in their native language perform better later in school compared to those who only learn in a second language. The document also notes that many skills developed in the first language, such as reading, can transfer and help with learning a second language. It advocates for making education available to children in their mother tongue by ensuring schools have teachers who speak the local language and by developing textbooks and materials in that language.
NCETA 13
The document provides information about the 43rd annual NC English Teachers Association fall conference being held October 10-12, 2013 at the University of North Carolina Wilmington. It includes the conference agenda with details of concurrent sessions, keynote speakers, award recipients, and information about membership and getting involved with NCETA.
Traditional ways of teaching culture
The document discusses several traditional ways of teaching culture in language classes. It outlines 7 goals for teaching culture according to Seelye from 1974, which include helping students understand how social and cultural factors influence behavior. It then provides tips for teaching culture, such as using literature, art, and multimedia to explore cultural themes and values. It also recommends engaging students through activities like role plays, simulations, and hands-on cultural research assignments.
Izhevsk Talk1
The document discusses non-traditional types of English lessons used at the final assessment and generalization stages. It describes several types of lessons including quiz games, press conferences, and musical performances that make the lessons more engaging for students. The goal is to creatively assess what students have learned and help them develop their speaking skills in a relaxed environment. Computer technologies are used to supplement but not replace interactive lessons led by teachers.
Native speaker
The document discusses perspectives on native English speakers and their role in language teaching. It notes that traditionally, native English speakers were considered the ideal teachers. However, views have changed as more people become bilingual. Today, the definitions of native and non-native are obsolete. Non-native teachers are now better equipped to teach due to learning English in a classroom setting. Non-native speakers are divided into L2 users, who speak with accents and vary grammatically from native norms, and expert users, who demonstrate proficiency with idioms, tenses and complex language.
CV_NikkiLynPugh
Nikki Lyn Pugh has extensive experience as a writer, editor, teacher, and coach. She holds an MFA in Creative Writing and has worked as a freelance journalist, magazine editor, and blog/article writer. Pugh has coached numerous clients on book projects, marketing, and life/career transitions. She is fluent in Spanish and has taught English and creative writing to diverse groups of all ages. Pugh's work has been published in literary magazines, newspapers, and online journals.
540 week 2
The document outlines the schedule and content for Week 2 of a course on transgressive theories and performativity around language. Part I includes a blog discussion and introduces theories of language and ideology from Gee and issues of English and globalization from Pennycook. Part II focuses on transgressive theories of language as performance from Pennycook and includes a sign-up for student presentations. Reflection questions are provided asking students to discuss their evolving theories of language and literacy.
Fulgham - CV
This document is a resume for Andrea Fulgham. It summarizes her education, certifications, research experience, publications, presentations, professional experience, awards, and references. She received a BA in Linguistics from the University of Arizona in 2016 with a focus on Scottish Gaelic language revitalization. Her experience includes research on indigenous language revitalization and second language teaching methodology.
Supporting Refugee and Newcomer Students Kirby Stein
This presentation outlines preliminary steps that can be taken to support refugee students in public schools.
Student Diversity
The document discusses various aspects of student diversity, including racial, cultural, ethnic, and English as a second language (ESL) diversity. It notes both benefits and challenges of diversity, such as new immigrants reviving local economies but also new conflicts arising. It emphasizes that diversity need not be a problem if schools and communities respond appropriately. It also discusses how teaching about diversity can help develop student understanding and decrease negative feelings toward other groups.
More Related Content
What's hot
O'Hara Vitae
Mark O'Hara is a Visiting Instructor at Miami University who teaches courses in sociology, educational psychology, disability studies, English, and composition. He received his Ph.D. in Educational Leadership from Miami University in 2014 with a dissertation on representations of mental illness in film. O'Hara has over 20 years of experience teaching English at the secondary level and has presented widely at academic conferences on topics related to disability studies, film, and education.
Ways to teach and collaborate in superdiverse schools
Ways to teach and collaborate in superdiverse schoolsNationellt centrum för svenska som andraspråk, Stockholms universitet
Åhörarkopior från Kate Seltzers presentation på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/ways-to-teach-and-collaborate-in-superdiverse-schools-1.231482Art of listening
This document outlines strategies for teaching listening skills. It begins with an overview of listening at different levels from novice to advanced. It discusses using authentic materials and the challenges of listening comprehension. Sample listening activities are provided for each level as well as techniques for scaffolding listening tasks. Finally, it addresses listening at the advanced level, including how listening is assessed on the AP exam through multiple choice questions and free response essays requiring comprehension of audio sources.
CV Victoria Barnett
Victoria Barnett-Woods is a doctoral student at George Washington University expected to graduate in Spring 2018 with a PhD in English. She holds a Master's degree in English from Marquette University and a Bachelor's degree in English from California State University, Northridge. Her academic and professional experiences include teaching positions, fellowships, publications, and presentations on topics related to postcolonial literature and language.
THE ROLE OF THE CULTURE IN THE ENGLISH LANGUAGE LEARNING AND TEACHING IN THE ...
This document is a thesis submitted by Muhammad Asif to the University of Lahore on the role of culture in English language teaching in Pakistani textbooks. It includes an acknowledgment, dedication, abstract, list of abbreviations, and table of contents. The abstract indicates that the thesis will evaluate how culture is treated in Pakistani English textbooks, investigate teachers' understanding and handling of culture in class, examine learners' perceptions of English learning, and design a culture training program for teachers. It will use qualitative analysis including an evaluative guide, two teacher questionnaires, a learner questionnaire, and an experiment. The results are expected to reveal how culture is overlooked or inadequately considered in textbooks, that some teachers do not include it in lessons,
English 344 session 1
The document summarizes key points from two sessions of an English language teaching foundations course. It outlines the agenda, course objectives, materials and assignments. Regarding first language acquisition, it discusses the typical developmental stages children progress through, from babbling to one-word sentences and eventually two to three word sentences by ages 3 to 5. It also briefly covers different theories of first language acquisition from behaviorist, innatist and interactionist perspectives.
Strategies and techniques for teaching culture
This document discusses various strategies and techniques for teaching culture in the classroom, including:
1. Strategies such as lectures, interviews, and using authentic materials.
2. Techniques such as cultural islands, culture capsules, culture clusters, culture assimilators, critical incidents, mini-dramas, audio-motor units, cultoons, media/visuals, celebrating festivals, kinesics, consciousness-raising, and independent activity sheets.
3. Detailed explanations and examples are provided for some of the key techniques, including culture capsules, culture clusters, culture assimilators, critical incidents, mini-dramas, and independent activity sheets.
343 cr
The document discusses a class that focuses on understanding the influence of culture on writing. It introduces contrastive rhetoric, which examines differences in writing across cultures. While Kaplan's early work in this area made broad generalizations, later scholars recognized that writing is influenced by many factors beyond just one's native language and culture. The class considers how to apply contrastive rhetoric insights to teaching English as a second language in a way that is critically aware of issues of power and discourse. It also discusses responding effectively and sensitively to international students' writing assignments in English.
Jill Watson Essential Program Components for Meeting the Learning Needs of St...
The keynote address provided an overview of students with limited or interrupted formal education (SLIFE) including their learning challenges and key program components to meet their needs. SLIFE often have no prior education, limited literacy in any language, and little English proficiency due to factors like trauma, poverty and limited schooling opportunities. Effective programs recognize SLIFE's experience with oral learning and lack of print literacy, providing structured literacy instruction, academic language support, and bridging their cultural learning styles with academic expectations. All staff should receive training to meet SLIFE's distinct needs through culturally responsive practices.
Jill Watson Instructional Approaches that Set SLIFE up to succeed (and are go...
The document discusses two instructional approaches for students with limited or interrupted formal education: structured oral interaction (RISA oral interaction) and using elders as fonts of knowledge. RISA oral interaction involves structured dialogs between students to practice language and content objectives, while using elders as fonts of knowledge recognizes the importance of elders sharing knowledge in oral cultures and suggests having elders participate in the classroom. Both approaches aim to set up SLIFE students for success by building on their strengths in oral communication and cultural traditions.
Process drama and chinese language teaching
This document describes a process drama teaching case study conducted at an Australian secondary school that used drama techniques to teach Chinese language and culture to non-Chinese background students. The drama project involved students writing and performing a play based on the film Kung Fu Panda in Chinese class over several weeks, with teacher guidance. The case study discusses the implementation of the drama activities and lessons learned regarding effective use of drama approaches in secondary school Chinese language education.
Courtney Berne's ESL Resume
Courtney Berne has over 15 years of experience as an educator teaching English in various international locations and institutions in the United States. She has designed curricula and instructed students from ages 15 to 50 in subjects such as English, writing, reading, speaking, and art history. Berne also has experience working with primates as an intern at wildlife centers in Florida and Illinois and presenting at education conferences internationally.
Bics & calp presentation kelami dedezade.pps
The document discusses the importance of using a child's mother tongue in early primary education. It summarizes research showing that students who learn basic reading and writing skills in their native language perform better later in school compared to those who only learn in a second language. The document also notes that many skills developed in the first language, such as reading, can transfer and help with learning a second language. It advocates for making education available to children in their mother tongue by ensuring schools have teachers who speak the local language and by developing textbooks and materials in that language.
NCETA 13
The document provides information about the 43rd annual NC English Teachers Association fall conference being held October 10-12, 2013 at the University of North Carolina Wilmington. It includes the conference agenda with details of concurrent sessions, keynote speakers, award recipients, and information about membership and getting involved with NCETA.
Traditional ways of teaching culture
The document discusses several traditional ways of teaching culture in language classes. It outlines 7 goals for teaching culture according to Seelye from 1974, which include helping students understand how social and cultural factors influence behavior. It then provides tips for teaching culture, such as using literature, art, and multimedia to explore cultural themes and values. It also recommends engaging students through activities like role plays, simulations, and hands-on cultural research assignments.
Izhevsk Talk1
The document discusses non-traditional types of English lessons used at the final assessment and generalization stages. It describes several types of lessons including quiz games, press conferences, and musical performances that make the lessons more engaging for students. The goal is to creatively assess what students have learned and help them develop their speaking skills in a relaxed environment. Computer technologies are used to supplement but not replace interactive lessons led by teachers.
Native speaker
The document discusses perspectives on native English speakers and their role in language teaching. It notes that traditionally, native English speakers were considered the ideal teachers. However, views have changed as more people become bilingual. Today, the definitions of native and non-native are obsolete. Non-native teachers are now better equipped to teach due to learning English in a classroom setting. Non-native speakers are divided into L2 users, who speak with accents and vary grammatically from native norms, and expert users, who demonstrate proficiency with idioms, tenses and complex language.
CV_NikkiLynPugh
Nikki Lyn Pugh has extensive experience as a writer, editor, teacher, and coach. She holds an MFA in Creative Writing and has worked as a freelance journalist, magazine editor, and blog/article writer. Pugh has coached numerous clients on book projects, marketing, and life/career transitions. She is fluent in Spanish and has taught English and creative writing to diverse groups of all ages. Pugh's work has been published in literary magazines, newspapers, and online journals.
540 week 2
The document outlines the schedule and content for Week 2 of a course on transgressive theories and performativity around language. Part I includes a blog discussion and introduces theories of language and ideology from Gee and issues of English and globalization from Pennycook. Part II focuses on transgressive theories of language as performance from Pennycook and includes a sign-up for student presentations. Reflection questions are provided asking students to discuss their evolving theories of language and literacy.
Fulgham - CV
This document is a resume for Andrea Fulgham. It summarizes her education, certifications, research experience, publications, presentations, professional experience, awards, and references. She received a BA in Linguistics from the University of Arizona in 2016 with a focus on Scottish Gaelic language revitalization. Her experience includes research on indigenous language revitalization and second language teaching methodology.
What's hot (20)
Ways to teach and collaborate in superdiverse schools
Ways to teach and collaborate in superdiverse schools
THE ROLE OF THE CULTURE IN THE ENGLISH LANGUAGE LEARNING AND TEACHING IN THE ...
THE ROLE OF THE CULTURE IN THE ENGLISH LANGUAGE LEARNING AND TEACHING IN THE ...
Jill Watson Essential Program Components for Meeting the Learning Needs of St...
Jill Watson Essential Program Components for Meeting the Learning Needs of St...
Jill Watson Instructional Approaches that Set SLIFE up to succeed (and are go...
Jill Watson Instructional Approaches that Set SLIFE up to succeed (and are go...
Similar to Esl pd training materials and handouts
Supporting Refugee and Newcomer Students Kirby Stein
This presentation outlines preliminary steps that can be taken to support refugee students in public schools.
Student Diversity
The document discusses various aspects of student diversity, including racial, cultural, ethnic, and English as a second language (ESL) diversity. It notes both benefits and challenges of diversity, such as new immigrants reviving local economies but also new conflicts arising. It emphasizes that diversity need not be a problem if schools and communities respond appropriately. It also discusses how teaching about diversity can help develop student understanding and decrease negative feelings toward other groups.
2015 supporting indigenous paraprofessionals
This presentation was offered for the National Resource for ParaEducators Conference April 2015 by Katie Olson. Katie is the Program Chair for Paraprofessional Education at Alaska Christian College in Soldotna. In this workshop we take a look at indigenous people, their representation in the field of education, research that supports the value of recruiting indigenous people as ParaEducators and reflection of key factors that supports the success of indigenous students in the classroom.
Week 6 345
The document discusses various topics related to teaching English to linguistically diverse students, including types of bilingual education programs, benefits of maintaining students' home languages, challenges faced by students of color, and the importance of giving pre-service teachers experience in multicultural settings. It also addresses misconceptions about English-only instruction and the need to embrace students' cultural and linguistic backgrounds in the classroom.
Poster
This document outlines the tenets of culturally responsive teaching including validating student experiences, being inclusive, having multidimensional content, empowering students, helping students grow, and enabling student independence. It promotes teaching approaches like contextualization and collaborative teaching to foster complex thinking. The advocacy project highlights integrating student differences and similarities into the curriculum. Quotes discuss what it means to be American in terms of opportunity and education as well as celebrating diverse cultures.
Educ 625 poster
This document outlines the tenets of culturally responsive teaching which include validating student experiences, being inclusive of all students, having multidimensional content, empowering students, helping students grow, and enabling student success independently. It also lists recommended places to visit in Atlanta and emphasizes using language across the curriculum to create a multicultural environment. The document discusses constructing meaning through contextualizing actions and rules taught in school. It provides examples of content for group presentations, differentiation activities, and engaging discussions to build critical thinking.
Ingles a2.1-student-book-10 egb-forosecuador
les envió estos documentos ojala le sea de gran utilidad también que compartan lo que tengan y nos ayudemos mutuamente y no seamos mal agradecidos
Ell training module
This document summarizes a three-day training for educators on teaching English language learners. Day One covers culture and equity issues, language acquisition theories, and their implications for classroom practices and student achievement. Participants explore how their own beliefs and behaviors impact English learners. Day Two applies language acquisition stages to development and bridges theory to classroom conditions. Day Three focuses on applying language development theory to instructional practice and lesson planning.
Raising awareness of English as a lingua franca in an 'internationalising' Br...
The document discusses applied linguistics and its potential role in mediating deficit perspectives that literacy teachers hold regarding bilingual students. It describes how an applied linguistics course broadened the teachers' understanding of language, literacy, and their sociocultural nature. The course helped teachers recognize students' wealth of literacy experiences outside of school and view language variation as natural rather than deficient. It suggests continuing such courses and creating spaces for literacy educators to interact with applied linguists to potentially change instructional practices.
Workshop T7: Do Indonesians make mobile calls and do Russians go on holiday?
Do Indonesians make mobile calls and do Russians go on holiday? Cultural determination in tests. By academic staff of the University of Amsterdam and the Catholic University of Leuven
New Jersey English Journal 2013
This article argues that English teachers should shift their classroom focus from teaching specific literary works to developing students' literacy skills. It recommends replacing traditional whole-class novel studies with student-centered approaches like literature circles that give students choice over what they read. Literature circles allow students to read texts that interest them at their level while still developing skills like inferring meaning and analyzing literary devices. This shift empowers students and better prepares them to be informed citizens and successful in college.
Assessment Of Intercultural Learning Joe Van Dalen
Assessing intercultural language learning
Presentation by Joe van Dalen at AFMLTA conference in Sydney 2009
Language and Culture in Intercultural Communication
This document summarizes a presentation on language and culture in intercultural communication. It discusses how language is tied to culture and gives examples of differences in individualism vs collectivism. It also outlines resources from the American Language Institute, including conversation groups, workshops, and one-on-one tutoring to help international students improve their English skills. Tips are provided on participating effectively in classroom discussions while being mindful of cultural differences.
Subcultures in The Classroom: Informing ELT, engaging students!
More often than we expect, there is a disconnect between our well-meaning efforts to make English classes meaningful to students and their “whatever” attitude. Is it us? Is it them? Is it the books? We will review the application of key concepts from demographics and sociolinguistics as simple research tools, and their application along with ELT strategies. As teachers, we can develop skills to replicate our students’ subcultures and urban tribes, so that they can contextualize English as a relevant aspect of their lives, in ways conducive to their really speaking and writing.
8530404811 beyond-language
This three sentence summary provides the essential information about the document:
The document is an introduction to the textbook "Beyond Language: Intercultural Communication for English as a Second Language" which aims to introduce cultural components into the ESL classroom through readings, vocabulary exercises, and conversation activities. The textbook covers topics such as verbal and nonverbal communication patterns, personal relationships, family values, educational and work attitudes, time and space, cultural conflict, and cultural adjustment between American culture and other cultures. The textbook is designed to help ESL students avoid culturally-based misunderstandings and improve their intercultural communication skills.
6020 Wiki Presentation-Advocacy for Students
This document is a wiki project on epistemologies of ignorance in education presented by Patricia French and Lauren Walls. It contains several sections on the topics of epistemology, incorporating diversity in the classroom, expressing culture through art, literature and materials, and references related videos and resources. The purpose is to explore how ignorance can promote racism and privilege and how teachers can acknowledge cultural differences among students to create a more positive classroom environment.
Literate Environment Analysis
The document summarizes research on best practices in literacy instruction for beginning readers. It discusses using a balanced approach that incorporates explicit instruction, authentic application, integration of reading and writing, use of trade books and textbooks, instructional differentiation, and linking of assessment and instruction. It provides examples of non-cognitive and cognitive assessments that can be used to evaluate students holistically and identify individual literacy needs. The document also discusses selecting texts based on readability and student characteristics, and using a variety of strategies and activities to develop students' literacy skills in phonics, phonemic awareness, fluency, vocabulary and comprehension.
6th Joint JALT Tokyo conference booklet
Here is the conference booklet for the 6th Joint JALT Tokyo conference to be held on Sunday December 9th at Temple University, Japan Campus
Lecture 6 culture and diversity 6
This document discusses multiculturalism and diversity in education. It defines key concepts like multiculturalism, defines traditional approaches to incorporating multiculturalism in the curriculum, and discusses the importance of multiculturalism. It also provides examples of how to create a multicultural environment in the classroom, including using diverse representations in materials and lessons, and addressing different learning styles. The overall message is that multiculturalism should be an integral part of the classroom and curriculum.
KBippertCVSpring2016b
This document provides a curriculum vitae for Kelli Michelle Bippert, who is a doctoral candidate at the University of Texas at San Antonio studying interdisciplinary learning and teaching with focuses on reading, literacy, and instructional technology. It outlines her education background, research interests, teaching experience at the university level, K-12 teaching experience, publications, presentations, and awards.
Similar to Esl pd training materials and handouts (20)
Supporting Refugee and Newcomer Students Kirby Stein
Supporting Refugee and Newcomer Students Kirby Stein
Raising awareness of English as a lingua franca in an 'internationalising' Br...
Raising awareness of English as a lingua franca in an 'internationalising' Br...
Workshop T7: Do Indonesians make mobile calls and do Russians go on holiday?
Workshop T7: Do Indonesians make mobile calls and do Russians go on holiday?
Assessment Of Intercultural Learning Joe Van Dalen
Assessment Of Intercultural Learning Joe Van Dalen
Language and Culture in Intercultural Communication
Language and Culture in Intercultural Communication
Subcultures in The Classroom: Informing ELT, engaging students!
Subcultures in The Classroom: Informing ELT, engaging students!
Recently uploaded
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP Module
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.
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Top five deadliest dog breeds in America
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!
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
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.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Recently uploaded (20)
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Esl pd training materials and handouts
- 1. PROJECT DESTINY TRAINING MATERIALS PROPELLING ENGLISH LANGUAGE LEARNERS TO THEIR DESTINIES BY CATHY YAUN
- 3. SO WHAT DO I NEED TO KNOW ABOUT MY ESL STUDENTS?
- 17. I know…this is how you feel But it’s easier than you think Schools in the year 2012 will replace all teachers with circus performers…
- 18. CONTENT-BASED INSTRUCTION FOR ESL STUDENTS BE SURE YOUR STUDENTS LEARN ABOUT SOMETHING WHILE ALSO LEARNING THE LANGUAGE http://iteslj.org/Articles/Davies-CBI.html
- 20. Content-Based: Balances content & language Models on continuum Total Partial Sheltered Theme-based Language classes Immersion Immersion Instruction Instruction Content used to Practice Language SOURCE: http://iteslj.org/Articles/Davies-CBI.html
- 27. WIDA Scoring & Levels Source for all WIDA information slides: http://www.wida.us/ Score Language Level Descriptor 1 Entering NEP –no English proficiency 2 Beginning LEP –high beginning to low-intermediate 3 Developing LEP –intermediate 4 Expanding LEP –high intermediate to advanced 5*-6 RFEP Reached Fluent English Proficiency
- 35. WHO YOU ARE MAKES A DIFFERENCE THE LIFE YOU CHANGE OTHERS WILL SEE UNFATHOMABLE ASCENT BECAUSE OF YOU IMPACT A STUDENT’S DESTINY BY CATHY YAUN