Getting to know D
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D is a 6-year-old boy from an upper middle class Indian family who speaks Hindi at home. He travels often to India with his family. D struggles with letter recognition, pronunciation, and focusing but is exposed to multiple languages. His family values education and he receives support from his stay-at-home mother. D brings diverse cultural knowledge to the classroom from his travels and experiences in India. He is able to socialize with peers but needs help with understanding texts, retelling stories, and making connections between texts.
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Second language acquisition
This document discusses key concepts in second language acquisition, including:
- The difference between first and second language acquisition, with second language acquisition referring to learning additional languages beyond one's native tongue.
- Factors that can help or hinder second language learning such as interaction level, age, and affective barriers like embarrassment.
- Educational approaches to teaching second languages including grammar-translation, audio-lingual, and communicative methods.
- Concepts like interlanguage, fossilization, input/output, and motivation that influence the second language learning process.
Eex 502 Presentatin All
The document discusses language development and dialects. It describes how language and culture are intertwined and how dialects vary regionally and socially in the United States. Challenges in assessing English language learners are outlined, emphasizing the need for culturally sensitive evaluations. Instructional approaches for students with limited English proficiency, language differences, or learning disabilities are also reviewed.
Identifying EAL learners with learning needs
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.
ELD 506: Second Language Acquisition
This document discusses second language acquisition among English language learners. It notes that ELL students progress through predictable stages of language development at different rates as they learn English. The stages include pre-production, early production, speech emergence, and fluency. Teachers must understand language acquisition in order to modify instruction appropriately for each student's level of English proficiency.
Module 10: Pedagogy of Languages
Learning Objectives
This module on language pedagogy attempts to support state resource groups / master trainers to—
understand the various aspects of language education viz. nature of language learning, role of language in learning, multilingualism as a resource and a strategy, language-in-education policy, objectives of language teaching in Indian contexts, the ideas and philosophy of National Curriculum Framework-2005;
familiarise teachers with the approach of integrated skills (LSRW) for literacy and language learning, engaging children in context based activities for developing communicative competence of the children, providing authentic texts and assessment as learning approach;
be able to chalk out the learning outcomes and pedagogical process for language teaching-learning for different stages;
sensitise teachers on using various strategies to language teaching which include language skills - listening and speaking, reading, writing, and teaching of grammar, vocabulary and so on;
build an understanding of generic concerns such as knowing the learner, gender issues, special needs, inclusive classroom, school based pre-vocational education and others such pertinent issues;
understand the processes and use the strategies for continuous assessment and the reporting of learning outcomes; and
enable them to build the capacity of teachers in order to achieve learning outcomes stipulated for every class in different subject areas.
Teachers often work with families of different cultures and experi.docx
Teachers often work with families of different cultures and experiences. Positive, clear collaboration, and support between the home and school environments can provide a more seamless service delivery and help to meet the needs of all students. Confidentiality requirements, respect for diversity, the effect of language learning, stress, and cultural diversity on learning and assessment are important factors to consider as a teacher. As teachers advocate for their students and families, they must find ways to collaborate with staff, caregivers, and the student to meet the needs of students in a variety of situations. Teachers must also consider assistive technologies that can support motor skills, comprehension skills, communication skills, and academic skills for students with learning disabilities. These devices promote access to inclusive classroom settings, community settings, and typically developing peers. The case study used in this assignment presents a situation that requires consideration of these topics.
Read the following case study to inform the assignment.
Case Study: Larissa
Grade: 3rd
Age: 8
Larissa is a female third grade student with a specific learning disability in written expression and executive functioning disorder. She is originally from El Salvador and moved to the U.S. with her mother, father, older sister, and newborn brother when she was 14 months old. In first grade, she was assessed for special education services and was found eligible in the areas of written expression and executive functioning due to a diagnosis of dyslexia and ADHD by an outside psychologist referred by her primary care physician. Larissa’s verbal expression is close to grade level, but when asked to express her thoughts on paper, she often uses lower level vocabulary and fragmented sentences, and lacks organization. This could be due to her inability to focus on longer tasks as well as her difficulty with spelling, written expression, and multiple languages spoken in the home. Larissa also struggles with starting tasks independently, staying on task, and with task completion. She often cannot find her materials when needed such as pencils, paper, assignments, books, etc.
Recently, her mother and father separated. Her mom has since moved the children out of their home and in with family friends. The family friends have three children and two adults living in the home already, so the three bedroom, one bath home is very crowded. Their new home is within walking distance of Rosewood Elementary, where Larissa has recently transferred.
Larissa’s mother, Rita, has a job in which she works long hours and is currently struggling to establish her own line of credit. At home, Larissa’s family speaks both English and Spanish. Rita considers English her primary language; however, Spanish is her first language and she sometimes has difficulty understanding written .
Tacs the language of tesol
This document provides definitions and explanations of key terms related to English language learning (ELL). It defines acronyms like TESL, ELL, LEP, ESL, ESOL, TBE, and SEI. It also explains educational approaches and programs for ELL students like transitional bilingual education, two-way immersion, and structured English immersion. Finally, it defines important linguistic concepts like L1, L2, and discusses the Massachusetts English Language Assessment.
7th grade Scope and Sequence (Englishpost.org)
1) The document outlines an English curriculum for 7th grade students with an A1.1 level of proficiency according to the Common European Framework.
2) It is divided into units focusing on different themes like introductions, daily life, and family. Each unit spans several weeks and includes language learning goals and assessments.
3) The goals focus on skills like understanding greetings, asking and answering basic questions, describing schedules and routines, and writing simple sentences. Vocabulary, grammar, and pronunciation are also addressed.
Bed105 powerpoint (1)
This document discusses cultural and linguistically diverse (CALD) children and families. It notes that CALD communities include those where English is not the primary language or where the culture is significantly different than mainstream Australian culture. Some key CALD groups mentioned are refugees, asylum seekers, migrants, and Indigenous Australians. The document then discusses some typical ideas about CALD children, such as difficulties with English language skills, bilingualism, lack of trust, and feelings of isolation. However, it also notes that bilingual children can have greater cognitive flexibility. It provides some strategies that early learning centers can implement to support CALD children and engage their families, such as using materials, songs, and stories from different cultures.
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Getting to know D
- 1. Getting to Know D D is a male student currently attending a full day Transitional K/1 program. He is six years old. D travels often with his mother, father, and baby sister. They travel to their home country of India where his family speaks Hindi. They are an upper middle class family. D’s mom stays at home currently with his baby sister.
- 2. D’s Academic Challenges D is a child that is easily distracted and needs redirection often. D is struggling with letter recognition. D also has some difficulty with pronunciation of daily words.
- 3. Funds of Knowledge~Linguistic D is exposed to multiple languages. D’s family stresses the importance of learning and using English to him. D is aware that speaking more than one language is an assest to his father and can also be to him. D is able to communicate with his classmates. D is eager to please and attempts to self correct when speaking.
- 4. Funds of Knowledge~Cultural D is able to bring diverse cultural knowledge and experience to our classroom. D’s culture values education.
- 5. Funds of Knowledge~Family D’s family is diverse in itself. D receives support from his stay at home mother. D’s father believes in well rounding children: School Sports Religion Music/Arts High expectations are set and D strives to meet them.
- 6. Funds of Knowledge~Experiences D’s trips to other countries and states allow him to bring a wealth of knowledge and experience to our classroom. D is able to use his prior knowledge and experience to create connections to the texts we read and topics we study. Each new experience here or abroad creates new personal, social, and academic experiences for D.
- 7. Funds of Knowledge~Practical D has many practical funds of knowledge to bring to the Classroom: Social Interaction ~ he is learning multiple acceptable social interactions for his culture and the school culture. Emotions ~ he is learning when and where it is acceptable to share emotions in school settings and home/cultural Settings. D can share his experiences and help to shape others to gain both culturally and socially acceptable practices.
- 8. D’s Strengths D is able to: Work in a social setting with his peers. Show an understanding of classroom rules about taking turns and staying on topic. Can carry on conversations related to topics and text. Ask questions when he is confused, lacks understanding, or needs help. CCSS.ELA-LITERACY.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. CCSS.ELA-LITERACY.SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
- 9. D’s Weaknesses D struggles with: Expressing understanding of texts read aloud Retelling stories Answering questions about text Making connections from one text to another Asking specific text related questions to guide his understanding CCSS.ELA-LITERACY.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. CCSS.ELA-LITERACY.RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
- 10. Working with D When working with D it is important to remember the strengths that he brings to the Classroom. He is eager to please, motivated, and interested in learning. D will continue to benefit from RTI services along with ELL services. I believe that D would also benefit from continued use of picture text in many forms. By including text in written, audio, and video format he is more likely to become immersed In the literacy experience and gain more in-depth knowledge of the text.