Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
The inductive method of teaching means that the teacher presents the rule through situations and sentences and does guided practice, then the learners do free practice. After that, the teacher deduces or elicits the rule form from the learners themselves by themselves.
Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
The inductive method of teaching means that the teacher presents the rule through situations and sentences and does guided practice, then the learners do free practice. After that, the teacher deduces or elicits the rule form from the learners themselves by themselves.
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
Here is an updated version of my previous upload about the PPST. Feel free to share this presentation to your pre-service teacher training sessions. Thank you very much.
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
Here is an updated version of my previous upload about the PPST. Feel free to share this presentation to your pre-service teacher training sessions. Thank you very much.
Graphic Organizers: Visuals to Enhance LearningPorterESOL
Graphic Organizers build unity in language when used to establish clear connections among discrete pieces of language. This classroom teacher’s presentation is practical; full of real samples of adult students’ work. As organization of information becomes clear, the resources unlock treasures for a range of ages, grades, and learning abilities.
Building Literacy In The FLES CurriculumLynn Fulton
This presentation shares four strategies one school has implemented to strengthen student literacy in both their first and second languages. The presentation provides information about the importance of environmental and functional print, the most relevant comprehension strategies for early language learners, and the role read-alouds play in literacy development.
Reprinted from Young Children • January 2011 91® 2, 3.docxsodhi3
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.
In a community of practice meeting, teach-
ers discuss their experiences reading
aloud to dual language learners.
Susan: When I am reading a story, the
Latino children in my class just sit there.
They look at me, but you can tell that they
are not engaged in the story.
Lisa: ...
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. What is a Language Experience ?
Language experience is a strategy to develop and reinforce
reading and writing by using personal experiences and
natural language. In this approach, the students
themselves initiate experiences through projects and other
resulting interactive activities. In their authentic language
students dictate their experiences to the teacher who
translates their story into written English. With this
documentation as a basic material for reading and writing
instruction, the teacher helps the students see the
connection between what they signed and what was
written. The teacher uses this language experience to
develop new vocabulary, comprehension and basics of
English grammar.
3. Language Experience : A Method
Language experience approach is a method actually
uses students own words to help them read.
Your student may draw a picture of Dad in a car.
In that case you would write underneath the drawing;
Dad is in the car.
You continue to collect drawings your students
makes and write a short sentence underneath each
drawing. A picture of a playground would read. We
went to the playground.
4. When you’ve collected enough pictures you
make them into a book for your students to read
again and again. Write underneath the drawing a
description your student gives for drawing. This
way your student will remember much better
what is written.
First you will write every word and sentence.
Slowly your student will begin to trace over the
words you have written and finally the student
will write the words and sentences alone.
5. Some people use this method as a first
approach to reading in order to help their
student understand that what they’ve drawn
and what you have written is a form of
communication between the student and
yourself.
The Language experience approach supports
children’s concept development and vocabulary
growth while offering many opportunities for
meaningful reading and writing activities
through the use of personal experiences and
oral language.
6. Language Experience: A Teaching Approach
Personal Experience
( Dewey,1938)
Literacy Instruction
( Huey,1908)
Introduction
Language Experience Approach
Community Literacy
(Higgins,1995)
Service Learning
( Herzberg,1994)
7. Five-Step Process
1. Teacher and student discuss the topic to be the
focused on the dictation. Observations and
1
opinions are exchanged. Oral Language skills are
developed and reinforced.
2. The Students dictates an account or story to
the teacher, who records the statements to
construct the basic reading materials
8. 3. The students read the story several times until the story
has become quite familiar. Reading comprehension is made
easier by the fact that the student is reading material that is
self generated
4. Individual story words are learned, the
other reading skills are reinforced through
teacher-designed activities related to the
story
9. 5. Students move from reading their own
dictation to reading other-author materials as
they develop confidence and skill with reading
process
10. Theoretical Support
As Jones( 1986) notes, the basic approach to LEA as
outlined in the five-step process above draws on several
key language learning principles
11. 1. Learning occurs from
the known to unknown
2.Learning occurs most
effectively in general to
specific direction
3.Struggling adult
readers usually have a low
self-concept as readers
and need to be assured of
some immediate success
4. Everyone reads at every
LEA session
13. HOW DO WE MOST EFFECTIVELY ADAPT
THE LEA?
Providing all the input for sometime and taking the
heat off the student ( Wales,1994,p.203)
Advocates the use of picture or word cues to initiate
and contextualize topics of conversation (Ringel,1989)
Cooperative Learning
15. The LEA
Although there is no one “super method” for
language teaching, LEA offers a useful and effective
method for beginning literacy instruction by linking
the students’ language and experience in learning
16. Language experience encourages students to explore,
think and talk. This talk, during and after the language
experience, provides many opportunities to expand
students’ vocabulary, extend their knowledge of
grammar, and scaffold their interactions.
Language experience activities also help to provide a
bank of experiences that students have in common.
These can be recalled and referred to in subsequent
learning.
17. Language experience activities are often
related to current topics or to students’
own lives. They can be particularly
effective when linked to a specific text.
Examples:
●viewing a DVD about native New
Zealand birds before or after reading Did
You Shake Your Tail Feathers?
●visiting the supermarket after
reading Finding Mum to find the items in
the story
and making a meal out of the ingredients.
●using skype to talk to students in
another school before or after reading
Talking to Nanny.
18. The role of the educator
to model the writing and the thinking aloud process;
to develop writing skills and introduce different writing
genres through mini-lessons;
to promote rereading as a strategy for students to
remember what they are writing about;
to develop purpose of writing and writing for an
audience;
to demonstrate appropriate writing conventions.
19. Observers will see:
students and teacher thinking aloud about their
experience while writing about it;
the teacher modeling the translation of students’
signs into an appropriate written version;
students rereading what they have dictated
Students documenting their language experience
through pictures and written compositions
20. How to record language experience:
Ask students to sign what they are learning.
Act as a scribe and write in English what is signed.
Sign back to the students to make sure they agree with the
story that was written down.
“Think aloud” to demonstrate processes to students.
Relate the complexity of the text to the language level of
the students.
Let the students contribute drawings or other art to
enhance the writings.
Use mini lessons to focus on specific language or reading
skills.
21.
22. REFERENCES
Bruffee, K. A. (1993).
Collaborative learning: Higher education, interdependence, and the authority of
knowledge. London: John Hopkins UP.
Bruner, J. S. (1983).
In search of mind: Essays in autobiography. NY: Harper.
Caplan, M. (1989).
Making it meaningful: A whole language guide for literacy tutors. Saint John, N.B.:
Laubach Literacy of Canada.
Dewey, J. (1938).
Experience and education: The Kappa Delta Pi lecture. New York: Macmillan.
Dixon, C. N., & Nessel, D. D. (1983).
Language experience approach to reading and writing: Language experience
reading for second language learners. Hayward, CA: Alemany Press
23. Herzberg, B. (1994). Community service and critical teaching. College
composition and communication, 45, 307-319.
Huey, E. B. (1908). The psychology and pedagogy of reading. New York:
Macmillan. [Republished (1968) by M.I.T. Press in Cambridge: MA]
Jones, E. V. (1986). Teaching reading through experience. Life Learning, 9(7),
Lamoreaux, L., & Lee, D. M. (1943). Learning to read through experiences. NY:
Appleton-Century-Crofts. Morris, R. (1979). Success and failure in learning to read.
Hammondsworth: Penguin.
Nessel, D. D., & Jones, M. B. (1981). The language-experience approach to reading: A
handbook for teachers. NY: Teachers College Press.
Peck, W., Flower, L., & Higgins, L. (1995). Community literacy. College composition and
communication, 46, 199-222.
Ringel, H. (1989). English as a second language: Language experience approach-instructional
guide and ESL reader. Philadelphia: National Service Center. Educational
Resources Information Clearinghouse Document No. 318 275.
Spinner, J. (1997, March 13) Columnist’s criticism of composition courses inaccurate,
wrongheaded. Arizona Daily Wildcat, p. 4
24. Stauffer, R. G. (1980). The language experience approach to the teaching
of reading. NY: Harper & Row.
Wales, M. L. (1994). A language experience approach (LEA) in adult
immigrant literacy programs in Australia. Journal of Reading, 38, 200-
208.
Wurr, A. J. & Rutkin, T. J. (1998). The language experience approach:
Linking experience and education for adult L2 learners. Shimonoseki
Municipal University