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1. Secondary school students in Italy plan and teach English lessons to primary school students to gain teaching experience. 2. The goals are to provide an authentic experience using English for both groups, foster relationships between different age groups, and allow cooperation in teaching and learning. 3. Secondary students study subjects like pedagogy, psychology, and English to become teachers, social workers, psychologists or educators while primary students study English. They work together in an interdisciplinary way.
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![OBJECTIVE Secondary school students plan and realize an English lesson for pupils of primary school Mutual aims: ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Reprinted from Young Children • January 2011 91® 2, 3.docx
Reprinted from Young Children • January 2011 91
®
2, 3
ReseaRcheRs widely Recommend
storybook reading for promoting the
early language and literacy of young
children. By listening to stories, chil-
dren learn about written syntax and
vocabulary and develop phonologi-
cal awareness and concepts of print,
all of which are closely linked to
learning to read and write (National
Early Literacy Panel 2008). Teachers
usually know a read-aloud experi-
ence has been effective because
they see the children maintain their
interest in the story, relate different
aspects of the story to their own
experiences, describe the illustra-
tions, and ask questions about the
characters and plot.
However, listening to a story read
aloud can be a very different experi-
ence for children who speak a lan-
guage other than English. What
happens when the children are read
to in a language they are just begin-
ning to learn? What happens when
an English-speaking teacher reads
a story to a group of children who
are learning English as a second
language?
As illustrated in the vignette at the
beginning of this article, teachers
often describe young dual language
learners in their class as distracted
and unengaged during read-aloud
sessions in English. In this article,
we describe teaching strategies that
English-speaking teachers can use
when reading aloud to young dual
language learners. These strategies
are part of the Nuestros Niños Early
Language and Literacy Program, a
professional development interven-
tion designed to improve the quality
of teaching practices in prekin-
dergarten classrooms to support
Spanish-speaking dual language
learners (Castro et al. 2006). The
intervention was developed and
evaluated in a study funded by
the US Department of Education.
Teachers from the North Carolina
More at Four Pre-Kindergarten
Storybook
Reading
for Young
Dual Language
Learners
Cristina Gillanders and
Dina C. Castro
Cristina Gillanders, PhD, is a researcher at the FPG Child Development Institute at the
University of North Carolina–Chapel Hill. She was an investigator in the Nuestros Niños
study, and has worked with dual language learners as a bilingual preschool teacher,
teacher educator, and researcher. [email protected]
Dina C. Castro, PhD, is a senior scientist at the FPG Child Development Institute. She
was the principal investigator for the Nuestros Niños study. Her research focuses on
improving the quality of early education for children from diverse cultural and linguistic
backgrounds. [email protected]
Photos courtesy of the authors.
A study guide for this article will be available in mid-January online at www.naeyc.org/yc.
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They look at me, but you can tell that they
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Power point classroom practices 634
This document provides guidance for instructing English learners in the classroom. It discusses differentiating instruction to accommodate various learning styles. Teachers are instructed to make input comprehensible for students by integrating content and language learning. Sheltered instruction techniques include identifying both content and language objectives for lessons. The document also recommends collaborative work through group activities, with stronger English speakers mentoring others. Teachers are to consider group dynamics and provide structure, such as assigning roles and reflecting on content as a team.
Leslla 2011 adults as multilingual individuals final 9.27.11
This document summarizes key points from a presentation on working with adult learners who are bilingual or multilingual. It discusses research showing benefits of using students' native languages in instruction. While use of native language has been found to support learning, more research is still needed, especially for specific populations and contexts. The document also outlines strategies supported by evidence for connecting instruction to students' lives and promoting learner interaction.
Practical 12
The textbook analyzed is "Flashlight" from Oxford University Press. It is suitable for students aged 11-12 and provides a balanced development of the four language skills. The material covers an appropriate progression of grammar, vocabulary, and communicative skills for the students' age. The thematic units are relevant to students' lives and promote intercultural awareness. A variety of activities, practice exercises, and assessment opportunities are included. The textbook and workbook are well integrated and provide meaningful practice. Overall, the analyzed textbook seems appropriate for 6th grade English learners and aligns with curriculum guidelines.
Practical 12
The textbook analyzed is "Flashlight" from Oxford University Press. It is suitable for students aged 11-12 and provides a balanced development of the four macroskills. The material covers an appropriate progression of grammar, vocabulary, and communicative skills for the students' age. The thematic units are relevant to students' interests and lives. A variety of activities, including reading, writing, listening, and speaking, are provided along with opportunities for self-assessment and revision. The integrated workbook provides meaningful practice to reinforce concepts from the textbook. Overall, the textbook and materials would be recommended for teaching English at the primary level.
Co-teaching
The document discusses co-teaching, which involves two or more teachers jointly delivering instruction to students. It defines co-teaching and describes the different styles of co-teaching such as one teach/one support, station teaching, parallel teaching, alternative teaching, and team teaching. The benefits of co-teaching include better student-teacher ratios, use of various instructional techniques, and improved teacher collaboration. Common misperceptions about co-teaching involve viewing one teacher as the sole expert, using one teacher as a "walking tape recorder," or only including a teacher as a symbolic gesture. Recommendations for effective co-teaching include providing training, planning time, and ensuring both teachers are actively involved in lessons
English 344 week 2
The document summarizes key concepts from an English 344 class on the foundations of second language acquisition (SLA). It includes:
1) An overview of the class agenda including a discussion on SLA concepts and a class activity where students shared what they learned and discussed it with others.
2) Student comments summarizing concepts like linguistic competence vs performance and perspectives on error correction in language learning.
3) Summaries of behaviorist and structural linguistics approaches to SLA including concepts like stimulus-response learning, contrastive analysis, and viewing language as a set of patterns.
4) Criticisms of behaviorism and an overview of Krashen's Monitor Theory, including the acquisition-learning distinction and
Course Books Analyses 1a
This document summarizes and compares two English language coursebooks for young learners: Cookies and Friends A and English Adventure Collection.
Cookies and Friends A is designed for preschool students and focuses on commands, classroom language, and developing creativity through tracing, miming, singing and observing. English Adventure Collection is for students aged 4-10 who have not been exposed to English before; it uses Disney characters to motivate students and incorporates motor skills, coloring, chanting and lessons with a Mickey Mouse puppet.
Both books employ a lexical syllabus with frequent repetition and practice of new words. Cookies and Friends A introduces new language through flashcards and movements while English Adventure Collection uses songs to relate new items to previous
Presentación2 method classroom management
Keep students engaged by modeling the target language, monitoring group work, and ensuring student talking time exceeds teacher time. Build trust and a supportive learning environment where students feel challenged. Review foundational concepts and allow time for students to practice at their own pace. Employ multisensory teaching methods and provide scaffolding to support student comprehension and language development. Assess student progress formatively and measure only their demonstrated abilities.
Suggestopedia
Suggestopedia is a teaching method developed by Georgi Lozanov based on how the human brain learns most effectively. It incorporates elements like relaxing music, peripheral learning through environmental cues, and role-playing to create a low-anxiety environment where students can utilize their full mental capacity. Key aspects include comfortable seating, Baroque music played during lessons, using indirect learning like posters, free errors by students, and integrating music, drama and art into lessons. The goal is to "desuggest" psychological barriers through suggestion and authority of the teacher to facilitate rapid language acquisition.
Theoretical framework tet workshop
The document outlines a theoretical framework for teaching English to teenagers using learner-centered approaches. It emphasizes building learner autonomy, self-esteem, cultural identity, and incorporating different learning styles and intelligences. Teachers should develop activities that teach English while also fostering teenagers' self-esteem and cultural identity. Lessons should incorporate music, current topics, group work, role-playing, and other engaging elements. Project-based learning is recommended as it allows teenagers to learn in a meaningful, real-world way by applying their strengths.
MaryBeth Hicks 2016 Resume
This resume is for Mary Beth Hicks, an experienced certified teacher seeking a teaching position. She has over 20 years of experience teaching multiple subjects at the elementary and middle school levels. She is knowledgeable about current teaching trends and uses proven skills development methods. She is recognized for building positive relationships and organizing engaging classrooms. Her resume lists her qualifications and experience teaching a wide range of subjects. It provides details of her past teaching positions and accomplishments integrating technology, differentiated instruction, and more.
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Ways to teach and collaborate in superdiverse schools
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Leslla 2011 adults as multilingual individuals final 9.27.11
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- 1. FLT PRACTICEFOREIGN LANGUAGE TEACHING PRACTICE Liceo Statale “S.M.Legnani”- socio-psico-pedag- Saronno (VA)Partner school: Scuola Primaria Istituto Comprensivo “Ignoto Militi”Saronno(VA)
- 3. relations – between different age-groups
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