Language week 2015
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Language Week 2015 will take place from February 23rd to 27th to raise awareness of linguistic diversity. The theme is "Friendship in Many Languages". Students and families will participate in activities celebrating different mother tongue languages through sharing songs, stories, and cultural experiences. On Tuesday the 24th, students will present songs and poems in their mother tongue languages at a "Shout Out" event for the school community to enjoy.
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► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
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★ Follow us on social media! ★
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: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
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1) Mother tongue language disrupts the smoothness of communication between students as it interrupts the use of proper English.
2) Students with a lack of confidence tend to use their mother tongue instead of English, which affects their performance in terms of communication.
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The document discusses the development of atomic models and the structure of atoms. It describes early models like the plum pudding model and Rutherford's solar system model. Modern atomic structure consists of protons and neutrons in the nucleus and electrons in shells or orbits around the nucleus. The key properties of subatomic particles like protons, neutrons and electrons are given. Proton number is defined as the number of protons in an atom and nucleon number as the sum of protons and neutrons. Examples are provided to show how to determine the number of protons, neutrons and electrons from the periodic table.
History of cricket
Cricket grew out of stick and ball games played in England 500 years ago. By the 17th century, it became popular as a district game. The shape of bats changed over time in response to changes in how the ball was bowled. The MCC published the first standardized set of cricket laws in 1788 and has since updated the rules. Cricket spread to British colonies and was initially played segregated by race. Modern cricket is dominated by international tests and one-day matches broadcast widely on television and digital platforms.
Game Theory: an Introduction
The document provides an introduction to game theory, covering its history, key concepts, and applications. It discusses how game theory analyzes strategic decision-making between interdependent actors. The document outlines different types of games including dominant games, Nash equilibriums, and multiple equilibrium games. It also presents examples like the prisoner's dilemma game to illustrate game theory concepts and strategies.
Structure Of Atoms
The document discusses the structure of atoms. Atoms consist of a nucleus containing protons and neutrons, surrounded by electrons in shells. The nucleus is made up of positively charged protons and neutral neutrons, while electrons have a negative charge. The symbol for each element indicates the number of protons and total nucleons (protons + neutrons).
The story of cricket (2)
This document provides a detailed history of the origins and development of cricket from its earliest mentions in the 16th century in England through the 20th century as it spread internationally. It traces how cricket evolved from a children's game to an organized adult sport and discusses the earliest clubs and matches, the introduction of rules and equipment, the growth of county and international competitions, and periods of crisis and innovation throughout its history. Key events and figures that shaped the game are highlighted.
Structure Of Atom[1] Monika Khurana
The document discusses the history and development of atomic models from Dalton to Bohr. It describes John Dalton's atomic theory, J.J. Thomson's plum pudding model of the atom, Rutherford's gold foil experiment which discovered the nucleus, and Niels Bohr's model of electrons in fixed orbits around the nucleus. The key components of an atom - electrons, protons, and neutrons - are identified along with their properties.
History and sports the story of cricket copy
The document discusses the history and spread of cricket in various regions. It notes that leaders in Caribbean countries saw cricket as a way to gain respect. It also discusses how early Indian cricket teams were organized based on race and religion rather than geography, with the first cricket match in India played by English sailors in 1721 and the first Indian cricket club founded in Calcutta in 1792 by British military and civil servants. The document also mentions the origin of Indian cricket, history of gymkhana cricket, and the modern transformation of the game.
An Introduction To Game development
“Intoduction To Game Development ”
This sesion will be covering some aspects of the theory and practice of game development and design .
- For those who are intersted in game development , This session will should be enough to get you started .
Atoms
PowerPoint describing the basic structure of atoms. Geared toward Middle School science and technology classes.
Atomic structure ppt
The document traces the development of atomic theory from ancient Greek philosophers to modern physics. Democritus first proposed that matter is made of indivisible "atoms" around 400 BC. In the early 1800s, John Dalton provided experimental evidence supporting atoms and proposed that atoms of different elements have different properties. In the late 1800s and early 1900s, experiments by J.J. Thomson, Ernest Rutherford, and Niels Bohr led to discoveries of the electron and development of the nuclear model of the atom. Today's atomic model is based on quantum mechanics and depicts electrons as existing in electron clouds or energy levels rather than definite orbits.
Structure of atom ppt
Atoms are the basic building blocks of all matter. John Dalton proposed that atoms are indivisible and identical for each element. Rutherford discovered that atoms have a small, dense nucleus at the center surrounded by electrons. Niels Bohr modeled atoms with electrons orbiting the nucleus in fixed energy levels or shells. The nucleus contains protons and neutrons, while electrons orbit outside. The number of protons determines the element, and protons and neutrons together equal the mass number.
Introduction to Game Development and the Game Industry
Talk about games and the game industry at She Codes meeting at the Weizmann Institute of Science.
Basic introduction to the game industry and what to learn to get into game programming.
History Of Cricket
Cricket originated in England in the 16th century and became widely popular in the 18th century. It was introduced to India in the 1840s when the Parsi community in Bombay founded the first Indian cricket club. India entered international test cricket in 1932 while still under British rule. The game has evolved over time, from being played mainly by aristocrats to becoming a professional sport dominated by test matches and one-day internationals between countries.
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International mother language day 2016-infographic-en
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Introduction to Game Development and the Game Industry
Introduction to Game Development and the Game Industry
Similar to Language week 2015
The Challenges Of Multilingualism
The document discusses the challenges of multilingualism in the European Union, where there are 28 member countries and 24 official languages. While multilingualism presents challenges, it is also a fundamental principle and asset of the EU, ensuring equality for all languages and respect for linguistic diversity. However, some argue that a lack of a common language can impede political debate and building a stronger sense of European citizenship.
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.
Mother tongue based multilingual education
This document discusses mother tongue-based multilingual education (MTB-MLE). It defines key terms like mother tongue and outlines the principles and stages of an MTB-MLE program. MTB-MLE aims to produce learners who are multilingual, multicultural, and multilitterate by using the students' native language as the primary language of instruction and gradually introducing additional languages. Research shows that students who receive early education in their home language tend to perform better overall and that MTB-MLE programs can be more cost effective than systems that use only the secondary language.
Multilingual societies Language and IdentityThi.docx
Multilingual
societies:
Language and
Identity
This session introduces you to:
Multi-lingual individuals
Multi-lingual societies:
Language choice in multilingual societies
Code-switching
Language and identity
Multi-lingual
individuals
TOPIC 1
Bi-/multi-lingual
individuals:
What does it mean to
be bilingual or
multilingual?
The ability to use more than one language to communicate
But to what level of competence?
Basic/minimal Advanced
Balanced bilingualism is rare
Very few bilinguals have equal competence or use their languages
equally.
• Typically, each person has a different mix of the four skills:
listening, speaking, reading, and writing.
• ‘Passive’ BL = stronger comprehension (listening) than speaking
competence
• Others may have advanced competence in more than 1 language
but have degrees of competence in different domains (e.g. work
vs home)
What about you?
When, where,
with whom do
you use each
language?
For each one,
rate your ability
in listening,
speaking,
reading and
writing
List the languages
in which you have
a degree of
competency
Multi-lingual individuals
First language (L1)
mother-tongue(s), native language(s), that we hear spoken from birth
Second language (L2)
language(s) learned later in childhood or adulthood
Different learning processes are involved:
acquisition (of L1) vs learning (of L2)
How do we become bilingual/multilingual?
Simultaneous bilingualism
2 or more languages are acquired simultaneously in early childhood.
Successive bilingualism
a person who already has competence in a L1 learns a L2 (or L3, L4 …)
How long does it take to acquire a L1?
Humans are biologically equipped to learn language in infancy:
We are born with brains that are ‘wired’ for language - the capacity to figure out
the grammar and words of the specific language(s) we hear spoken around us
Most of that learning is complete by 5 years of age for children in all cultures
How long does it take to learn a L2?
After puberty, deliberate effort or study is needed to master a language
Up to 10 or more years for full control of oral and written language.
◦ Basic interpersonal communication skills within 2 years.
◦ Academic language proficiency up to 8 years
(Cummins 1984)
To be effective, L2 learning requires
üFrequent input data
üMeaningful and authentic opportunities for using the language
üPerceived value and/or need for the language
üWillingness & motivation
Bilingual education in schools
Typically the L2 is taught in a ‘foreign language class’.
Much less often it is the medium of instruction
Foreign language class teaching in countries where one language is dominant
often fails:
◦ too little exposure
◦ not often enough
◦ started too late
◦ too few opportunities to use the language actively and authentically.
How did you learn
your L2, L3, L4…?
qForeign language class in
school/university?
...
National Language Policy on Primary Education and the Challenges of Language ...
This document discusses the national language policy on primary education in Nigeria and the challenges of implementing it. It outlines the policy which specifies using the mother tongue or language of the immediate community as the medium of instruction for the first three years, then progressively introducing English. However, it notes many challenges including a multilingual setting, lack of qualified teachers, inadequate funding and instructional materials, and problems with implementation. Overall, the document examines the difficulties faced in teaching multiple languages and effectively carrying out the national language policy in primary schools.
Erasmus languages enrichment presentation
1. The document discusses three routes for language learning: GCSE Languages, GCSE Community Languages, and Languages Enrichment.
2. The Languages Enrichment course offers units on the origins, culture, and celebration of language as well as opportunities for students to share their knowledge with others.
3. The document provides examples of activities from Languages Enrichment lessons including gestures, Vikings runes, synonyms, and world food day.
Modules 1 lesson 3 elln digital
This document discusses teaching early literacy through the mother tongue. It recommends using the students' first language as the medium of instruction for grades 1-3 to help children learn to read with understanding. Using their mother tongue allows children to learn in a language they understand best. Literacy skills are first developed in the mother tongue, then Filipino is introduced, followed by English. This approach aims to develop children's cognitive and reasoning abilities through literacy in multiple languages starting with their strongest language.
The Roadmap to Philippine Multiliteracy
The document discusses language education policy in the Philippines. It outlines executive orders and bills that aim to strengthen the use of English as a medium of instruction in schools. It also discusses the importance of maintaining cultural identity through language and the benefits of mother tongue education and multilingualism based on evidence from studies. Key recommendations include recognizing the country's multilingual nature and promoting additive bilingual and multilingual education models.
Mother Tongue Multilingual Education (MTB-MLE)
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.
Intro. to Linguistics_14 Sociolinguistics
Sociolinguistics is the study of the relationship between language and society. It examines how factors like region, social status, and ethnicity can impact language use between groups and individuals. Code-switching occurs when speakers fluidly switch between two or more languages or language varieties during conversation. Code-mixing is similar but involves integrating elements of other languages into sentences. Sociolinguistic concepts like diglossia, bilingualism, and language interference help explain language variation and use within multilingual communities and societies.
Working With Culturally and Linguistically Diverse StudentsCha.docx
Working With Culturally and Linguistically Diverse Students
Chapter 9
Cultural Differences in the Mainstream Classroom
Cultures differ from one to along the following dimensions (Brown & Lundrum-Brown, 1995).
Axiology – The interpersonal values held by members of a cultural group.
Ethos – The beliefs that guide social interactions among members of a cultural group.
Epistemology – Ways of knowing and learning.
Accommodating Cultural Differences in the Classroom
It is very important that you learn the cultural background of your students in order to build a report with the students.
Learning cultural backgrounds can be achieved by doing the following:
Read about students’ home cultures.
Talk with family members to find out about their home literacy practices.
Talk with community members or colleagues who are familiar with students’ home cultures.
Linguistic Differences in the Mainstream Classroom
Cultural Diversity and Linguistic Diversity are two different things. Linguistic differences refer to the different languages of different ethnic groups.
Languages and Dialects. Often times different socio-economic classes have different dialects. There has been a great debate over the past few years about the following:
Ebonics – Is it a dialect or is it incorrect grammar?
Should we accommodate non-standard dialects within the classroom?
How does English Compare to Other Languages?
There are certain aspects of the English language that make it difficult to learn. The English language has more sounds than any other language. There are as many as 3x more sounds in the English language than any other.
Consider the following aspects when analyzing the English language:
Phonology
Morphology
Syntax
How does English Compare to Other Languages?
Aspects of the English Language Cont’d
Pragmatics
Writing Systems
What Do We Do to Support English Language Development in the Mainstream Classroom?
Make the classroom a space that is conducive to learning for English language learners.
Provide “comprehensible input”.
Encourage language production by English language learners.
Draw English language learners’ attention to linguistic forms.
Include home languages in the mainstream classroom.
Assessment of Culturally and Linguistically Diverse Students
When assessing English language learners it is very necessary to have modifications in the following areas:
Presentation of the test
Response to test questions
Setting
Timing/Scheduling
Reinforcement
References
...
Working With Culturally and Linguistically Diverse StudentsCha.docx
Working With Culturally and Linguistically Diverse Students
Chapter 9
Cultural Differences in the Mainstream Classroom
Cultures differ from one to along the following dimensions (Brown & Lundrum-Brown, 1995).
Axiology – The interpersonal values held by members of a cultural group.
Ethos – The beliefs that guide social interactions among members of a cultural group.
Epistemology – Ways of knowing and learning.
Accommodating Cultural Differences in the Classroom
It is very important that you learn the cultural background of your students in order to build a report with the students.
Learning cultural backgrounds can be achieved by doing the following:
Read about students’ home cultures.
Talk with family members to find out about their home literacy practices.
Talk with community members or colleagues who are familiar with students’ home cultures.
Linguistic Differences in the Mainstream Classroom
Cultural Diversity and Linguistic Diversity are two different things. Linguistic differences refer to the different languages of different ethnic groups.
Languages and Dialects. Often times different socio-economic classes have different dialects. There has been a great debate over the past few years about the following:
Ebonics – Is it a dialect or is it incorrect grammar?
Should we accommodate non-standard dialects within the classroom?
How does English Compare to Other Languages?
There are certain aspects of the English language that make it difficult to learn. The English language has more sounds than any other language. There are as many as 3x more sounds in the English language than any other.
Consider the following aspects when analyzing the English language:
Phonology
Morphology
Syntax
How does English Compare to Other Languages?
Aspects of the English Language Cont’d
Pragmatics
Writing Systems
What Do We Do to Support English Language Development in the Mainstream Classroom?
Make the classroom a space that is conducive to learning for English language learners.
Provide “comprehensible input”.
Encourage language production by English language learners.
Draw English language learners’ attention to linguistic forms.
Include home languages in the mainstream classroom.
Assessment of Culturally and Linguistically Diverse Students
When assessing English language learners it is very necessary to have modifications in the following areas:
Presentation of the test
Response to test questions
Setting
Timing/Scheduling
Reinforcement
References
.
Multilingual research
This document discusses strategies for conducting multilingual research in classrooms. It recommends that teachers 1) provide multilingual resources and opportunities for interviews in home languages, 2) have students take notes in one or both languages depending on the class, 3) have students write products in one or both languages depending in the class, and 4) have students share their research in one or both languages depending on the class and students' English proficiency. The document also provides examples of how students can use translation tools, compare languages' syntax, and interview people in their communities.
1.-INTRODUCTORY-LESSON-TO-MTB-MLE.pptx
Mother Tongue Based Multilingual Education (MTB-MLE) is an approach that uses the learner's mother tongue as the primary medium of instruction. It aims to develop literacy and mastery of content areas in the mother tongue before transitioning to additional languages like Filipino and English. MTB-MLE seeks to address issues like high dropout rates and functional illiteracy in the Philippine education system by building on the learner's existing linguistic skills and knowledge. It promotes multilingualism, cultural preservation, and stronger educational outcomes compared to systems that use the learner's non-native language from the start.
Bilingualism in Children: Learning a Second Language in the Home vs. Acquirin...
1. The document discusses second language acquisition in home vs. educational settings. It notes that learning a second language at home through exposure to both languages from birth may provide advantages over learning a new language only in school, including stronger vocabulary skills.
2. However, determined individuals can overcome deficits and become highly proficient in both languages even if the second language is only learned in school. Factors like socioeconomic status, language status, and home language use may also influence bilingual development.
3. Case studies of children learning a second language at home or in combination with school exposure show that with support from parents, both methods can successfully support balanced bilingualism.
Udomsak Presentation
The document discusses the terms "World English", "International English", and "Global English". It summarizes Roger Bowers' discussion of raising public awareness of language issues and the World of Language Project. It also summarizes Tom McArthur's explanation of the emergence and differences between the three terms. Specifically, it discusses how the terms reflect certain standard Englishes and concerns about the ownership of English as more non-native speakers use it globally.
G4 ESL Hines Open House1011
This document provides information about an ESL parent meeting for Grade 4 students. It includes the agenda for the event which involves refreshments, an introduction from teachers, and meetings with individual classroom teachers. It then details information about the ESL teacher, what language development looks like, the ESL program including inclusion support and pull-out classes. Finally, it discusses the process for mainstreaming students and provides contact information.
The Advantages Of Debate
The document discusses the style and conventions of newspaper headlines. It notes that headlines must be concise yet summarize the key details of the news article. Headlines often use fragment sentences and omit articles and verbs to save space. They may use direct quotes, elliptical sentences, or complex constructions. Tense is also simplified in headlines, with present tense used for past, present and future events. Common devices include leaving out "to be" verbs and using the infinitive to indicate the future.
Bilingualism education (A Critical Perspective – Language Hegemony, Linguisti...
Based on the facts that can be seen in Bilingual school that language hegemony usually happens in bilingual school and later on it makes linguistic inequality as well as culture disempowerment. These facts are bad if it happens continuously.
One example to preserve home language is to give the students freedom to choose whether they use English language or home language but teacher also should recommend to use home language more than English language.
Let’s get parents
The document provides several practical ways to involve and engage parents of English language learner (ELL) students, including communicating in their native language, translating all materials sent home, informing parents about curriculum and expectations, providing language programs for parents, and ensuring back-to-school nights are accessible with interpreters and childcare. The goal is to get parents on the school's side by addressing their needs and concerns to benefit students, families, classrooms, and the entire school.
Similar to Language week 2015 (20)
Multilingual societies Language and IdentityThi.docx
Multilingual societies Language and IdentityThi.docx
National Language Policy on Primary Education and the Challenges of Language ...
National Language Policy on Primary Education and the Challenges of Language ...
Working With Culturally and Linguistically Diverse StudentsCha.docx
Working With Culturally and Linguistically Diverse StudentsCha.docx
Working With Culturally and Linguistically Diverse StudentsCha.docx
Working With Culturally and Linguistically Diverse StudentsCha.docx
Bilingualism in Children: Learning a Second Language in the Home vs. Acquirin...
Bilingualism in Children: Learning a Second Language in the Home vs. Acquirin...
Bilingualism education (A Critical Perspective – Language Hegemony, Linguisti...
Bilingualism education (A Critical Perspective – Language Hegemony, Linguisti...
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Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Language week 2015
- 1. Language Week 2015 February 23rd to 27th
- 2. What is Language Week? It follows the International Day for Mother-tongue celebration on February 21st Focus is to raise awareness of the importance and value of linguistic diversity in today's internationally minded communities Our theme is Friendship in many languages. Please watch Language Matters video by UNESCO
- 4. ELC Schedule Mother tongue language activities Parent sign up for sharing MT language activity Portuguese lessons from Year 5 students Tagging stations ASL You’ve got a friend in me. Class visits and/or guest speakers.
- 5. Parent Participation Class teachers will email an invite to parents to sign up and share an MT language activity. E.g. share a chant, story book Tagging stations sign up to write names in different MT languages e.g. Urdu, Hindi, Kanji, Arabic, Mandarin, Korean, Hungarian. Shout out activity. Assisting with a MT language group. Translation, scribing of MT item. You can count on me by Bruno Mars. Assembly –Sign language item – You’ve got a friend in me. Other
- 6. Shout Out Tuesday 24th February Mentors and location lists posted for groups on Monday 23rd February. There are 13 MTL groups Angolan; Brazilian, Portuguese, Spanish, English, Multi-lingual, Indonesian, Hindi. Choice – Translate ‘You can count on me by Bruno Mars’ OR offer an alternate song, poem, rhyme or riddle in groups MT language. Rehearsals 8.50 to 9.40am. Presentation by all groups in the dining hall 10.00 to 10.50am. Parents welcome to attend, assist mentors, translate, guest appearance (-; ELC audience seated on stairs and stage. Ema
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- 9. Contact Classroom teacher Language Co-ordinator – wwilson@lisluanda.com