Presentation bilingualism and home language for ell studentslharris6995
English language learners (ELLs) make up a large and growing portion of students in U.S. schools. ELL students come from diverse backgrounds, with varying degrees of exposure to and education in their native language versus English. The document advocates for supporting students' home languages in the classroom by learning about their native languages and cultural backgrounds. It also emphasizes the importance of cultivating partnerships between home and school to support ELL students' academic success.
Stressing the importance of the native languagejhoannareyes
The document discusses the importance of families supporting their children's native language use and development. It argues that speaking the native language at home helps children's academic development and ability to learn additional languages like English. The document also suggests that bilingual educators can work with families to provide information about the benefits of bilingualism and advocate for bilingual programs.
The document discusses strategies for cultivating partnerships between home and school for bilingual students. It recommends maintaining open communication through newsletters, translators, and family nights. Evaluating partnerships through parent-teacher conferences and surveys can provide feedback on effective communication and support needs. School leadership should encourage parent involvement, support diverse learners, and oversee ongoing evaluations of partnership programs.
This document discusses strategies for teachers to effectively engage and communicate with parents of English language learners. It identifies important factors that influence students' language acquisition like their background knowledge, language proficiency, and view of education. The document recommends that teachers use communication methods like newsletters, technology, and cultural events to inform parents and get their support. It also suggests conducting surveys and observations to evaluate which engagement strategies are helping and emphasizes the teacher's role in building relationships with students and parents.
This document discusses improving reading comprehension among students in North Plainfield, NJ. It finds that in 2011, only 41% of sixth graders were proficient on language arts assessments. It attributes this problem to several factors affecting the district: a growing culturally diverse population, high student transience, low socioeconomic status, non-English speaking families, and low parental education levels. The document advocates for professional development for teachers in strategies to engage students from varying backgrounds.
This document discusses a study exploring parents' perceptions of literacy development for their preschool children in a rural school district. The study aims to understand how parents view their role in literacy and the types of literacy activities they do at home. It also examines recent research showing that home literacy is important for early development but many parents are uncertain how to support literacy skills before school. The conclusion emphasizes that parents greatly influence children's literacy foundations and are their first teachers through activities like reading, conversations and involvement in their education.
Bilingual students face additional pressures from their culture, family experiences, and traditions that affect their language development. Educators can help cultivate partnerships between home and school by reaching out to parents sensitively and encouraging students to share cultural objects. They should also hold special classroom events to include parents and show they care. Evaluating the effectiveness of these partnerships can be done through formal and informal assessments as well as parent conferences and surveys with regular data collection. Ultimately, teachers must lead with compassion and integrity to transformatively educate every student and family.
This document discusses challenges that English Language Learners (ELLs) face under the No Child Left Behind Act (NCLB). It notes that ELLs represent over 10% of K-12 students but have historically been underserved. Key challenges include difficulties properly assessing and including ELLs in accountability systems given their entering and exiting of programs, lack of native language assessments, and inadequate funding for ELL programs and support. The document suggests ways to address these challenges, such as simplifying assessments, increasing investment in ELL programs, and better informing parents. It raises questions about whether NCLB has actually improved education for ELL students.
Presentation bilingualism and home language for ell studentslharris6995
English language learners (ELLs) make up a large and growing portion of students in U.S. schools. ELL students come from diverse backgrounds, with varying degrees of exposure to and education in their native language versus English. The document advocates for supporting students' home languages in the classroom by learning about their native languages and cultural backgrounds. It also emphasizes the importance of cultivating partnerships between home and school to support ELL students' academic success.
Stressing the importance of the native languagejhoannareyes
The document discusses the importance of families supporting their children's native language use and development. It argues that speaking the native language at home helps children's academic development and ability to learn additional languages like English. The document also suggests that bilingual educators can work with families to provide information about the benefits of bilingualism and advocate for bilingual programs.
The document discusses strategies for cultivating partnerships between home and school for bilingual students. It recommends maintaining open communication through newsletters, translators, and family nights. Evaluating partnerships through parent-teacher conferences and surveys can provide feedback on effective communication and support needs. School leadership should encourage parent involvement, support diverse learners, and oversee ongoing evaluations of partnership programs.
This document discusses strategies for teachers to effectively engage and communicate with parents of English language learners. It identifies important factors that influence students' language acquisition like their background knowledge, language proficiency, and view of education. The document recommends that teachers use communication methods like newsletters, technology, and cultural events to inform parents and get their support. It also suggests conducting surveys and observations to evaluate which engagement strategies are helping and emphasizes the teacher's role in building relationships with students and parents.
This document discusses improving reading comprehension among students in North Plainfield, NJ. It finds that in 2011, only 41% of sixth graders were proficient on language arts assessments. It attributes this problem to several factors affecting the district: a growing culturally diverse population, high student transience, low socioeconomic status, non-English speaking families, and low parental education levels. The document advocates for professional development for teachers in strategies to engage students from varying backgrounds.
This document discusses a study exploring parents' perceptions of literacy development for their preschool children in a rural school district. The study aims to understand how parents view their role in literacy and the types of literacy activities they do at home. It also examines recent research showing that home literacy is important for early development but many parents are uncertain how to support literacy skills before school. The conclusion emphasizes that parents greatly influence children's literacy foundations and are their first teachers through activities like reading, conversations and involvement in their education.
Bilingual students face additional pressures from their culture, family experiences, and traditions that affect their language development. Educators can help cultivate partnerships between home and school by reaching out to parents sensitively and encouraging students to share cultural objects. They should also hold special classroom events to include parents and show they care. Evaluating the effectiveness of these partnerships can be done through formal and informal assessments as well as parent conferences and surveys with regular data collection. Ultimately, teachers must lead with compassion and integrity to transformatively educate every student and family.
This document discusses challenges that English Language Learners (ELLs) face under the No Child Left Behind Act (NCLB). It notes that ELLs represent over 10% of K-12 students but have historically been underserved. Key challenges include difficulties properly assessing and including ELLs in accountability systems given their entering and exiting of programs, lack of native language assessments, and inadequate funding for ELL programs and support. The document suggests ways to address these challenges, such as simplifying assessments, increasing investment in ELL programs, and better informing parents. It raises questions about whether NCLB has actually improved education for ELL students.
The GrapeSEED English learning program for children is based on the oral language acquisition and critical listening principles of natural language learning. Research-based, it closes the achievement gap in language, and increases reading fluency, resulting in improved test scores for all populations.
GrapeSEED has been deployed in over 16 countries and is being used on a daily basis in more than 600 schools by more than 40,000 students.
Educators in the United States are using the program for English language learners, early childhood education in preschool and elementary classrooms, and with children who are either struggling in reading or have learning disabilities.
Geert Driessen (2012) AERA Trends in Educational Disadvantage in Dutch Elemen...Driessen Research
The document discusses trends in educational disadvantage in Dutch elementary schools based on large cohort studies from 1994 to 2007. The key findings are:
1. Minority students from Turkey, Morocco, Suriname, and other non-Western countries started elementary school with large delays in language and some delays in math compared to non-minority students. However, the initial differences decreased in recent cohorts.
2. During elementary school, minority students gained ground in both language and math, with math delays almost disappearing by 8th grade while language delays remained.
3. In contrast, delays increased for non-minority students from low-education families, with larger delays in math than language.
4. More target
The Role and Strategy to Stimulate Language Development in Early Childhood Du...EvaniaYafie
The document discusses strategies for stimulating language development in early childhood during the COVID-19 pandemic. It describes strategies for children ages 1-2 years, such as motherese, recasting, echoing, expanding, and labeling. For children ages 3-6 years, it recommends increasing interaction and communication, reading aloud, involving children in storytelling, and providing literacy activities. The strategies aim to develop language skills through play-based learning that is appropriate for children's ages and can be done at home during pandemic restrictions.
Ecer_2021_Kilpi-Jakonen_Alisaari_Language choices at home and their relations...Alisaari Jenni
This document summarizes research on the relationship between the language spoken at home and school outcomes for children of immigrants from former Yugoslavia and Turkey. The research finds that mostly speaking the destination country's language at home is associated with higher reading scores in some countries, but educational disadvantages remain regardless of language choice. It concludes that more value and support needs to be given to maintaining immigrants' first languages to help with integration.
This document discusses barriers to communication between teachers and parents of English Language Learner (ELL) students. It summarizes several studies that found cultural and linguistic barriers can prevent ELL parents from being involved in their child's education. Teachers are sometimes at fault for poor communication as they may view ELL parents negatively and fail to make themselves available. The document recommends that teachers take simple steps to make ELL parents feel welcome, such as translating materials and maintaining open communication.
The document discusses the effects of poverty on childhood language and literacy development. It notes that language is key to literacy learning and that exposure to words helps develop knowledge. Poverty can negatively impact early language skills and language stimulation children receive. Research shows a gap in the number of words, variety of words, and time spent with reading that children from low-income homes hear compared to children from higher-income homes. This language gap can be detected as early as 18 months of age. Strategies used in high-performing, high-poverty schools include effective leadership, engaging parents and the community, having high expectations, focusing on reading, aligning the curriculum, using data, building instructional capacity, and optimizing time
The document discusses language development in young children and strategies for promoting emergent literacy skills. It provides a chart outlining typical language development milestones from 6 months to 5 years. It also discusses theories of language learning, the importance of reading aloud interactively, and strategies shown to be effective for promoting vocabulary, print awareness, writing skills, letter knowledge, and phonological awareness. Overall, the key strategies emphasized are reading aloud to children, fostering conversations, and providing a language-rich environment.
Dyslexia is a common learning disorder that affects reading, writing, and language processing. It makes it difficult for a person to read quickly, write clearly, and spell correctly due to how their brain processes written and spoken language. A dyslexic child may struggle with reading and spelling, have trouble learning new words, and confuse letter order. Parents can help by boosting confidence, focusing on effort over outcomes, making the home reading-friendly, and tapping into their child's interests.
The document discusses factors related to including multilingual students in school. It covers collecting student background information, creating an inclusive culture and curriculum, providing resources in multiple languages, using differentiated instruction, supporting English acquisition, addressing racism and bullying, encouraging home language communities, and tracking student progress and interventions. Success is defined as students making academic progress, closing achievement gaps, having full curriculum access, and improving language acquisition, self-help, and social skills. Progress is also judged based on first language skills, non-verbal abilities, and skills shown in other contexts.
This document discusses strategies to help Hispanic students in the Kempner school district succeed academically. It notes that while the Hispanic student population at Kempner High School has increased 10% over 7 years, their completion rate has decreased 8% over 6 years. It recommends understanding students' cultural backgrounds better, communicating earlier and more effectively with parents, and incorporating culturally-responsive teaching practices like relating instruction to students' everyday concerns and communities.
This document discusses demotivation in English language learning among Vietnamese students. It investigates the reasons for demotivation, called demotives, the degree to which different demotives influence students, and how students overcome demotivation. A study using recall essays from 100 university students found demotivation was significant and identified sources of demotives. Research shows motivation is key to second language acquisition, but many students in countries requiring English education fail to learn it and lose interest over time, becoming demotivated. This study addresses the extent of demotivation as a problem for Vietnamese students learning English as a foreign language, factors contributing to demotives, whether demotives differ in impact level, and how students overcome demotivation.
David Gebler is seeking a position as an English Language teacher. He has over 5 years of experience teaching English to middle school students in Maryland and Japan. His resume highlights that he created curriculums aligned to Common Core standards, implemented differentiated instruction and data-driven assessments, and established strong relationships with students and parents. Gebler obtained his BA in English from Washington College and his MAT from University of Maryland University College.
Finland has consistently ranked highly in international education comparisons. Five factors contribute to Finland's success: (1) Striving for equity by ensuring all schools receive adequate funding and there are no private schools; (2) Fewer standardized tests and more creative student assessments designed by teachers; (3) High-quality teachers who require a master's degree and spend less time teaching and more collaborating; (4) Integrating games and play into the classroom curriculum despite a culture that does not emphasize competition; (5) Prioritizing student welfare through universal healthcare, counseling, nutritious meals, and guidance counselors.
Benefits of Having Culturally and Linguistically Diverse Students1teachingJ
This slide show presents a case study of a culturally and linguistically diverse student. It presents his challenges, his funds of knowledge, and things that teachers might consider when working with diverse students.
The influence of parents’ socio-economic status on students’ academic perform...iosrjce
IOSR Journal of Humanities and Social Science is a double blind peer reviewed International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
Benefits of culturally and linguistically diverse classroomsaekoehn
This document discusses the benefits of culturally and linguistically diverse classrooms. It provides background information on a student named Sebastian, who is an English language learner from a Spanish-speaking migrant family. It outlines Sebastian's academic challenges and cultural funds of knowledge. The document also discusses literacy expectations of the Common Core State Standards for English language learners and recommends instructional strategies teachers can use to help English learners meet those expectations.
This study examined the effects of classwide peer tutoring (CWPT) on the social interactions of English language learners and native English speakers in two second-grade classrooms. CWPT was implemented to teach math and spelling, with social interactions as the dependent variable. Students' frequency of positive and negative social behaviors during CWPT sessions was observed and analyzed. The study found that CWPT increased positive social interactions for both English language learners and native English speakers, indicating it is an effective instructional strategy to support social development for all students.
refrences13350209.pdfOral language development and access.docxdebishakespeare
refrences/13350209.pdf
Oral language development and access to
school discourses
n
Judith Rivalland
E D I T H C O WA N U N I V E R S I T Y
Introduction
In Australia, over the last decade, there has been an unprecedented
political focus on literacy attainment levels. In 1998 the Commonwealth
released the National Plan that focussed on the need for states to plan for
system wide early assessment and early intervention. As well the plan
introduced the requirement to develop minimal standards, against
which all children would be assessed and the outcomes reported to the
Commonwealth. In 1998, the Ministerial Council on Employment,
Education, Training and Youth Affairs (MCEETYA) resolved that all
states would conduct full census testing in Years 3, 5 and 7 and that these
would be reported to the Commonwealth against national benchmarks.
Similar pressures were impacting on the work of teachers in the United
States as evidenced in The National Reading Panel Review Teaching
Children To Read (2000).
In the 1980s and 1990s there was a growing body of research demon-
strating that literacy was a social practice (Heath, 1983; Heath and
Mangiola, 1991; Ogbu, 1987; Luke, 1993; Luke and Freebody, 1995). From
this perspective, literacy development was seen to be shaped by the
social practices of the cultural context in which learning takes place
(Freebody, Ludwig, and Gunn, 1995, Luke 2000). This research suggested
that:
The socialisation processes in which children are engaged have a strong
influence on the ways in which they participate in the pedagogical routines
of school classrooms (Baker, 1991; Comber, 1993; Dyson 1993, 1997); and
The social, cultural and linguistic backgrounds of children influence success
in school literacy learning (Luke, 1997 ; Freebody, 1992, Purcell-Gates, 1989).
Since 1998 the Commonwealth, in order to support improved literacy
outcomes, has funded a number of research projects that focussed on
developing our understanding of children’s literacy development and
how to support children with literacy difficulties. These studies, report-
ed in 100 Children Go to School (Hill et al., 1998), Mapping the Territory
(Louden et al., 2000) and 100 Children turn 10 (Hill et al., 2002) provided
important insights into the ways in which children in Australia were
accessing literacy. Through the use of case study methodology, it was
142
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possible to make close observations of how individual children engage
in the literacy activities of the classroom. This research made explicit the
important relationship between the oral language and routines that chil-
dren brought to school with them and how they were able to take up
what was on offer in the school context.
Although oral language has been seen to be an important underpin-
ning for s ...
Stressing the importance of the native languagejhoannareyes
The document discusses the importance of families supporting their children's native language use and development. It argues that speaking the native language at home helps children's academic development and ability to learn additional languages like English. The document also suggests that bilingual educators can work with families to provide information about the benefits of bilingualism and advocate for bilingual programs.
Stressing the importance of the native languagejhoannareyes
The document discusses the importance of families supporting their children's native language use and development. It argues that speaking the native language at home helps children's academic development and ability to learn additional languages like English. The document also suggests that bilingual educators can work with families to provide information about the benefits of bilingualism and advocate for bilingual programs.
Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lensijtsrd
This qualitative case study discovered and explored the plights of languages teachers conducting remedial instruction in language disfluencies, the way teachers conduct remedial instruction in language disfluencies in the non-psycho-expert lens, and the way learners progress in the kind of remediation they receive. The informants of the study were the language teachers of Buenavista National High School. These teachers are selected purposively as those who have encounter in remedial instruction for language disfluencies in the non-psycho-expert lens. The data were gathered through interviews with the informants. The study revealed that language teachers conducting remedial instruction in language disfluencies in the non-psycho-expert lens face dire situations on insufficiency in terms of background knowledge on language disfluencies, time, and resources for remediation. Another problem that they face is the learners attitude toward remedial instruction as well as parental or stakeholder support. Weak retention of the learners, insignificant change in the learning behavior and the use of colloquial words also contribute to the unwanted scenario of students undergoing remediation. Language teachers conduct remedial instruction in language disfluencies in the non-psycho-expert lens through utilizing various teaching strategies, going back to the basics, having awareness on learner diversity, seeking parental or stakeholder support, exemplifying passion for teaching, and having an encouraging class environment. Learners progress in such kind of remediation through the use of language in praxis or utilizing the communicative language teaching by teachers where students use language practically. Learners as well show activeness in the class knowing that they both share the same learning pace among peers. Most importantly, learners progress due to the acceptance and understanding of the teachers on the type of learners they have. Mick Mars P. Silvano, LPT, Maelt | Evelyn C. Bandoy, LPT, EdD "Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lens" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd20303.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/20303/remedial-instruction-in-language-disfluencies-in-the-non-psycho-expert-lens/mick-mars-p-silvano-lpt-maelt
Academic Vocabulary and Reading Online for ELLsltoday
This document provides an agenda for a seminar on teaching academic vocabulary and reading to English language learners online. It discusses research supporting direct vocabulary instruction and the importance of repetition, rich contexts, and active engagement. It also outlines how the Spotlight on English program aligns with this research-based approach and key accountability requirements in New York like state standards and assessments.
The GrapeSEED English learning program for children is based on the oral language acquisition and critical listening principles of natural language learning. Research-based, it closes the achievement gap in language, and increases reading fluency, resulting in improved test scores for all populations.
GrapeSEED has been deployed in over 16 countries and is being used on a daily basis in more than 600 schools by more than 40,000 students.
Educators in the United States are using the program for English language learners, early childhood education in preschool and elementary classrooms, and with children who are either struggling in reading or have learning disabilities.
Geert Driessen (2012) AERA Trends in Educational Disadvantage in Dutch Elemen...Driessen Research
The document discusses trends in educational disadvantage in Dutch elementary schools based on large cohort studies from 1994 to 2007. The key findings are:
1. Minority students from Turkey, Morocco, Suriname, and other non-Western countries started elementary school with large delays in language and some delays in math compared to non-minority students. However, the initial differences decreased in recent cohorts.
2. During elementary school, minority students gained ground in both language and math, with math delays almost disappearing by 8th grade while language delays remained.
3. In contrast, delays increased for non-minority students from low-education families, with larger delays in math than language.
4. More target
The Role and Strategy to Stimulate Language Development in Early Childhood Du...EvaniaYafie
The document discusses strategies for stimulating language development in early childhood during the COVID-19 pandemic. It describes strategies for children ages 1-2 years, such as motherese, recasting, echoing, expanding, and labeling. For children ages 3-6 years, it recommends increasing interaction and communication, reading aloud, involving children in storytelling, and providing literacy activities. The strategies aim to develop language skills through play-based learning that is appropriate for children's ages and can be done at home during pandemic restrictions.
Ecer_2021_Kilpi-Jakonen_Alisaari_Language choices at home and their relations...Alisaari Jenni
This document summarizes research on the relationship between the language spoken at home and school outcomes for children of immigrants from former Yugoslavia and Turkey. The research finds that mostly speaking the destination country's language at home is associated with higher reading scores in some countries, but educational disadvantages remain regardless of language choice. It concludes that more value and support needs to be given to maintaining immigrants' first languages to help with integration.
This document discusses barriers to communication between teachers and parents of English Language Learner (ELL) students. It summarizes several studies that found cultural and linguistic barriers can prevent ELL parents from being involved in their child's education. Teachers are sometimes at fault for poor communication as they may view ELL parents negatively and fail to make themselves available. The document recommends that teachers take simple steps to make ELL parents feel welcome, such as translating materials and maintaining open communication.
The document discusses the effects of poverty on childhood language and literacy development. It notes that language is key to literacy learning and that exposure to words helps develop knowledge. Poverty can negatively impact early language skills and language stimulation children receive. Research shows a gap in the number of words, variety of words, and time spent with reading that children from low-income homes hear compared to children from higher-income homes. This language gap can be detected as early as 18 months of age. Strategies used in high-performing, high-poverty schools include effective leadership, engaging parents and the community, having high expectations, focusing on reading, aligning the curriculum, using data, building instructional capacity, and optimizing time
The document discusses language development in young children and strategies for promoting emergent literacy skills. It provides a chart outlining typical language development milestones from 6 months to 5 years. It also discusses theories of language learning, the importance of reading aloud interactively, and strategies shown to be effective for promoting vocabulary, print awareness, writing skills, letter knowledge, and phonological awareness. Overall, the key strategies emphasized are reading aloud to children, fostering conversations, and providing a language-rich environment.
Dyslexia is a common learning disorder that affects reading, writing, and language processing. It makes it difficult for a person to read quickly, write clearly, and spell correctly due to how their brain processes written and spoken language. A dyslexic child may struggle with reading and spelling, have trouble learning new words, and confuse letter order. Parents can help by boosting confidence, focusing on effort over outcomes, making the home reading-friendly, and tapping into their child's interests.
The document discusses factors related to including multilingual students in school. It covers collecting student background information, creating an inclusive culture and curriculum, providing resources in multiple languages, using differentiated instruction, supporting English acquisition, addressing racism and bullying, encouraging home language communities, and tracking student progress and interventions. Success is defined as students making academic progress, closing achievement gaps, having full curriculum access, and improving language acquisition, self-help, and social skills. Progress is also judged based on first language skills, non-verbal abilities, and skills shown in other contexts.
This document discusses strategies to help Hispanic students in the Kempner school district succeed academically. It notes that while the Hispanic student population at Kempner High School has increased 10% over 7 years, their completion rate has decreased 8% over 6 years. It recommends understanding students' cultural backgrounds better, communicating earlier and more effectively with parents, and incorporating culturally-responsive teaching practices like relating instruction to students' everyday concerns and communities.
This document discusses demotivation in English language learning among Vietnamese students. It investigates the reasons for demotivation, called demotives, the degree to which different demotives influence students, and how students overcome demotivation. A study using recall essays from 100 university students found demotivation was significant and identified sources of demotives. Research shows motivation is key to second language acquisition, but many students in countries requiring English education fail to learn it and lose interest over time, becoming demotivated. This study addresses the extent of demotivation as a problem for Vietnamese students learning English as a foreign language, factors contributing to demotives, whether demotives differ in impact level, and how students overcome demotivation.
David Gebler is seeking a position as an English Language teacher. He has over 5 years of experience teaching English to middle school students in Maryland and Japan. His resume highlights that he created curriculums aligned to Common Core standards, implemented differentiated instruction and data-driven assessments, and established strong relationships with students and parents. Gebler obtained his BA in English from Washington College and his MAT from University of Maryland University College.
Finland has consistently ranked highly in international education comparisons. Five factors contribute to Finland's success: (1) Striving for equity by ensuring all schools receive adequate funding and there are no private schools; (2) Fewer standardized tests and more creative student assessments designed by teachers; (3) High-quality teachers who require a master's degree and spend less time teaching and more collaborating; (4) Integrating games and play into the classroom curriculum despite a culture that does not emphasize competition; (5) Prioritizing student welfare through universal healthcare, counseling, nutritious meals, and guidance counselors.
Benefits of Having Culturally and Linguistically Diverse Students1teachingJ
This slide show presents a case study of a culturally and linguistically diverse student. It presents his challenges, his funds of knowledge, and things that teachers might consider when working with diverse students.
The influence of parents’ socio-economic status on students’ academic perform...iosrjce
IOSR Journal of Humanities and Social Science is a double blind peer reviewed International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
Benefits of culturally and linguistically diverse classroomsaekoehn
This document discusses the benefits of culturally and linguistically diverse classrooms. It provides background information on a student named Sebastian, who is an English language learner from a Spanish-speaking migrant family. It outlines Sebastian's academic challenges and cultural funds of knowledge. The document also discusses literacy expectations of the Common Core State Standards for English language learners and recommends instructional strategies teachers can use to help English learners meet those expectations.
This study examined the effects of classwide peer tutoring (CWPT) on the social interactions of English language learners and native English speakers in two second-grade classrooms. CWPT was implemented to teach math and spelling, with social interactions as the dependent variable. Students' frequency of positive and negative social behaviors during CWPT sessions was observed and analyzed. The study found that CWPT increased positive social interactions for both English language learners and native English speakers, indicating it is an effective instructional strategy to support social development for all students.
refrences13350209.pdfOral language development and access.docxdebishakespeare
refrences/13350209.pdf
Oral language development and access to
school discourses
n
Judith Rivalland
E D I T H C O WA N U N I V E R S I T Y
Introduction
In Australia, over the last decade, there has been an unprecedented
political focus on literacy attainment levels. In 1998 the Commonwealth
released the National Plan that focussed on the need for states to plan for
system wide early assessment and early intervention. As well the plan
introduced the requirement to develop minimal standards, against
which all children would be assessed and the outcomes reported to the
Commonwealth. In 1998, the Ministerial Council on Employment,
Education, Training and Youth Affairs (MCEETYA) resolved that all
states would conduct full census testing in Years 3, 5 and 7 and that these
would be reported to the Commonwealth against national benchmarks.
Similar pressures were impacting on the work of teachers in the United
States as evidenced in The National Reading Panel Review Teaching
Children To Read (2000).
In the 1980s and 1990s there was a growing body of research demon-
strating that literacy was a social practice (Heath, 1983; Heath and
Mangiola, 1991; Ogbu, 1987; Luke, 1993; Luke and Freebody, 1995). From
this perspective, literacy development was seen to be shaped by the
social practices of the cultural context in which learning takes place
(Freebody, Ludwig, and Gunn, 1995, Luke 2000). This research suggested
that:
The socialisation processes in which children are engaged have a strong
influence on the ways in which they participate in the pedagogical routines
of school classrooms (Baker, 1991; Comber, 1993; Dyson 1993, 1997); and
The social, cultural and linguistic backgrounds of children influence success
in school literacy learning (Luke, 1997 ; Freebody, 1992, Purcell-Gates, 1989).
Since 1998 the Commonwealth, in order to support improved literacy
outcomes, has funded a number of research projects that focussed on
developing our understanding of children’s literacy development and
how to support children with literacy difficulties. These studies, report-
ed in 100 Children Go to School (Hill et al., 1998), Mapping the Territory
(Louden et al., 2000) and 100 Children turn 10 (Hill et al., 2002) provided
important insights into the ways in which children in Australia were
accessing literacy. Through the use of case study methodology, it was
142
Volume 27
Number 2
June 2004
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IV
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,N
o
.2
,2
00
4,
pp
.
14
2–
15
8
possible to make close observations of how individual children engage
in the literacy activities of the classroom. This research made explicit the
important relationship between the oral language and routines that chil-
dren brought to school with them and how they were able to take up
what was on offer in the school context.
Although oral language has been seen to be an important underpin-
ning for s ...
Stressing the importance of the native languagejhoannareyes
The document discusses the importance of families supporting their children's native language use and development. It argues that speaking the native language at home helps children's academic development and ability to learn additional languages like English. The document also suggests that bilingual educators can work with families to provide information about the benefits of bilingualism and advocate for bilingual programs.
Stressing the importance of the native languagejhoannareyes
The document discusses the importance of families supporting their children's native language use and development. It argues that speaking the native language at home helps children's academic development and ability to learn additional languages like English. The document also suggests that bilingual educators can work with families to provide information about the benefits of bilingualism and advocate for bilingual programs.
Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lensijtsrd
This qualitative case study discovered and explored the plights of languages teachers conducting remedial instruction in language disfluencies, the way teachers conduct remedial instruction in language disfluencies in the non-psycho-expert lens, and the way learners progress in the kind of remediation they receive. The informants of the study were the language teachers of Buenavista National High School. These teachers are selected purposively as those who have encounter in remedial instruction for language disfluencies in the non-psycho-expert lens. The data were gathered through interviews with the informants. The study revealed that language teachers conducting remedial instruction in language disfluencies in the non-psycho-expert lens face dire situations on insufficiency in terms of background knowledge on language disfluencies, time, and resources for remediation. Another problem that they face is the learners attitude toward remedial instruction as well as parental or stakeholder support. Weak retention of the learners, insignificant change in the learning behavior and the use of colloquial words also contribute to the unwanted scenario of students undergoing remediation. Language teachers conduct remedial instruction in language disfluencies in the non-psycho-expert lens through utilizing various teaching strategies, going back to the basics, having awareness on learner diversity, seeking parental or stakeholder support, exemplifying passion for teaching, and having an encouraging class environment. Learners progress in such kind of remediation through the use of language in praxis or utilizing the communicative language teaching by teachers where students use language practically. Learners as well show activeness in the class knowing that they both share the same learning pace among peers. Most importantly, learners progress due to the acceptance and understanding of the teachers on the type of learners they have. Mick Mars P. Silvano, LPT, Maelt | Evelyn C. Bandoy, LPT, EdD "Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lens" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd20303.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/20303/remedial-instruction-in-language-disfluencies-in-the-non-psycho-expert-lens/mick-mars-p-silvano-lpt-maelt
Academic Vocabulary and Reading Online for ELLsltoday
This document provides an agenda for a seminar on teaching academic vocabulary and reading to English language learners online. It discusses research supporting direct vocabulary instruction and the importance of repetition, rich contexts, and active engagement. It also outlines how the Spotlight on English program aligns with this research-based approach and key accountability requirements in New York like state standards and assessments.
Teachers need a strong understanding of educational linguistics to effectively communicate with students, support language development, and make fair evaluations. The document outlines five reasons why: 1) As communicators, teachers must understand differences in language use and structure instruction for clarity. 2) As educators, teachers must assess student knowledge and design instruction to expand linguistic skills. 3) As evaluators, teachers' judgments have serious consequences, so they need linguistic knowledge to fairly assess differences. 4) As educated individuals, teachers should understand language as an important part of human development. 5) As socializing agents, teachers must recognize home language practices to promote school language without devaluing student backgrounds. Overall, educational linguistics knowledge is crucial for teaching diverse students
Bilingual Education Challenges and Possibilitieslascuola
The document discusses challenges and possibilities in bilingual education. It summarizes key findings from research that show bilingual programs can produce better academic outcomes than immersion programs and that developing literacy in two languages provides cognitive and linguistic advantages. The document also discusses the importance of bringing languages into contact to promote transfer of skills across languages and empowering students' identity development through engaging uses of both languages.
This document discusses early childhood literacy development from ages 4 to 8. It describes emergent literacy, which refers to the reading and writing concepts, behaviors, and dispositions that develop before conventional literacy. Key aspects of emergent literacy include: literacy is meaningful for real purposes; children learn through active engagement; and a broad range of knowledge, skills and strategies are involved. Emergent reading and writing involve behaviors like labeling pictures, sounding out stories, and using scribbles, letters, and invented spelling. Oral language and engagement are also important for literacy development.
Meeting the needs of diverse learners at nana’sKaren Jones
This document discusses strategies for meeting the needs of diverse learners in early childhood education programs. It emphasizes the importance of diversity in building relationships, education, communities, and society. It provides tips for programs, such as embracing differences, asking for help, and using race/cultural awareness to better understand students. Specific strategies are outlined for supporting English language learners, students with disabilities, literacy development, parent involvement, and community support.
The document discusses barriers to literacy and strategies to improve literacy levels among students. It notes that the government and Ofsted have focused on improving literacy rates, especially among disadvantaged groups. The author's placement school uses several strategies to address literacy, including the Accelerated Reader program, literacy activities in tutor time, and a "word of the week." However, the school does not have a formal literacy policy. The author suggests additional strategies could help, such as using graphic novels, student publishing, and writing competitions. Addressing the needs of students with special educational needs is also important to improving literacy rates.
A presentation by Jan Townend, a member of our online e-Consultancy Team and a speech and language therapist, and specialist teacher in dyslexia and literacy, currently working on a project Talk to your Baby in Tanzania.
Dyslexia International May 2012 Newsletter.
www.dyslexia-international.org
This document provides a summary of research on young children's capacity for dual language development from birth to age 5. It discusses several key findings:
1) Infants have an early ability to discriminate between languages and speech sounds that allows them to build two linguistic systems.
2) Young dual language learners can distinguish between rhythmic properties of languages to segment words and learn sound patterns and vocabularies.
3) While all children initially can perceive many speech sounds, perception becomes language-specific by age 1 as they tune into the sounds of the languages they are learning.
4) Research shows dual language learners have the fundamental capacities for language discrimination, perception, word learning, and grammar that allow them
This document discusses teaching English to students learning English as an additional language. It defines who English language learners are and emphasizes the importance of understanding students' socio-cultural backgrounds. Theories on first and second language acquisition are examined, including behavioral, innatist and interactionist perspectives. Stages of second language development and implications for instruction are also outlined. The document stresses the need for explicit instruction, modeling, practice and support for English language learners that is differentiated from teaching English as a first language.
Mother tongue usage and classroom instructionoircjournals
This document summarizes a research paper that studied the influence of teachers' attitudes on the use of mother tongue/first language in early childhood education classrooms in Nandi County, Kenya. The study found that teacher attitude positively influences the use of mother tongue/first language as the language of instruction. It recommends supporting in-service teacher training on using mother tongue/first language and providing resources to ensure schools comply with language policies that emphasize first language instruction. The document provides background on language policies in Kenya and debates around the use of first versus second languages in education.
- Teaching English to young learners has become popular globally due to factors like globalization, economic benefits, and beliefs that younger children learn languages more easily.
- There are important considerations for introducing early foreign language learning programs, including ensuring teachers have appropriate training, sufficient time and resources are provided, and continuity between primary and secondary education.
- When teaching English to young learners, the goals include psychological, linguistic, and cultural preparation - such as developing language awareness, basic communication skills, and intercultural understanding.
The document is the K to 12 English Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the philosophy, guiding principles, and context for the English curriculum for grades 1 through 10. The philosophy states that language is central to intellectual, social, and emotional development. The principles indicate that language acquisition is an active lifelong process and that learning requires making meaning. It also notes that learners develop language skills through engaging with varied texts and activities involving viewing, listening, speaking, reading and writing. The context section describes the characteristics of Generation Z, born between 1994-2004, who are digital natives highly dependent on technology and social media with short attention spans.
This document outlines the K-12 English curriculum guide published by the Department of Education of the Philippines in May 2016. It discusses the philosophy, guiding principles, needs of learners, outcomes and conceptual framework for the English curriculum. The curriculum aims to develop students' communicative competence and multiliteracies. It is designed based on principles of spiral progression, interaction, integration, learner-centeredness and contextualization. The goals are for students to effectively interact with others, understand other content areas, and be prepared for their future careers through strengthened English language skills.
The document is the K to 12 English Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the philosophy, guiding principles, and context for the English curriculum. The philosophy states that language is central to intellectual, social, and emotional development. The principles indicate that language acquisition is an active lifelong process and learners benefit from engaging with a variety of texts. It also notes that today's students, known as Generation Z, have grown up with ubiquitous technology and shorter attention spans than previous generations.
The document is the K to 12 English Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the philosophy, guiding principles, and context for the English curriculum. The philosophy states that language is central to intellectual, social, and emotional development. The principles indicate that language acquisition is an active lifelong process and learners benefit from engaging with a variety of texts. It also notes that today's students, known as Generation Z, have grown up with ubiquitous technology and short attention spans due to extensive technology use.
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The event will cover the following::
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Family Literacy & The Achievement Gap
1. Family Literacy & the Achievement Gap National Conference on Family Literacy April 1, 2008 Louisville, Kentucky Dorothy S. Strickland, Ph.D. Rutgers, The State University of New Jersey
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7. Meaningful Differences Averages for measures of parent and child language and test scores Families 13 Professional 23 Working-class 6 Welfare____ Measures and scores Parent Child Parent Child Parent Child Pretest score 41 31 14 IQ score at age 3 117 107 79 Recorded vocabulary size 2,176 1,116 1,498 749 974 525 Average utterances per hour 487 310 301 223 176 168 Average different words per hour 382 297 251 216 167 149 (Hart & Risley, 1995)