Math is not a universal language. This presentation discusses the math instruction accommodations that should be made when teaching students who have limited English proficiency.
Teaching English Language Learners ELLsB. J. Zagorac
This presentation provides background knowledge and information on the population of ELL children in the United States. In the body of the presentation, research-based strategies are provides for teachers and anyone who works with ELL students in an academic environment.
Teaching English Language Learners in Primary and Elementary ClassroomsChristine Morris
This document provides a resource guide for teachers on teaching English Language Learners (ELLs) in primary and elementary classrooms. It discusses who ELL students are, including refugee ELLs, and theories of second language acquisition. The guide also explores the Communicative Language Teaching (CLT) approach and how it can be used with refugee ELLs through classroom activities and programs. It provides recommendations and lists additional resources for teachers to support ELL students.
UTA New Teacher Webinar “Resources and Information for Teaching Multilingual Learners”, April 19, 2014 w/ Dr. Peggy Semingson
The University of Texas of Arlington presents the Spring, 2013 New Teacher Webinar Series as part of our Teacher Induction Project. The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=0df471b4-23a0-4129-8dc2-ade6b8782cc9
Recordings available in archives
YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers
slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers and today's slideshare (4/19/14): http://www.slideshare.net/UTANewTeachers/march-29-webinar-with-dr-peggy-semingson-multilingual-esl
Questions:
Contact Dr. Peggy Semingson at peggys@uta.edu or Dr. Amber Brown
amberb@exchange.uta.edu
Facebook: https://www.facebook.com/pages/UT-Arlington-Curriculum-and-Instruction/119343291449696?ref=hl
Twitter: @UTANewTeachers
YouTube: http://youtube.com/utanewteachers
Pinterest: http://www.pinterest.com/UTANewTeachers/
Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php
Email: schwarma@uta.ed Dr. Marc Schwartz
This document discusses key terms related to English language learners (ELLs), including limited English proficient, English learner, English as a second language, and more. It provides information about the demographic backgrounds of ELL students and considerations for teachers, such as learning about students' home cultures and literacy experiences. It also outlines common stages of culture shock that ELL students may experience and strategies to promote safety, belonging, and adjustment.
This document discusses key terms related to English language learners (ELLs), including limited English proficient, English learner, English as a second language, and more. It provides information about the demographic backgrounds of ELL students and considerations for teachers, such as learning about students' home cultures and literacy experiences. It also outlines common stages of culture shock that ELL students may experience and strategies to promote safety, belonging, and adjustment.
Strategies and Activities for English Language Learners PresentationJeanetteeWeaver
This document contains a presentation about strategies and activities for English language learners. It discusses displaying academic vocabulary prominently and including language standards in each subject. It recommends explicitly teaching learning strategies through scaffolding and different types of questions. Comprehension activities mentioned include concept mapping, flash cards, small group work, hands-on experiences, and journaling. Differentiated assessments are suggested to support students at various fluency levels. A listening and speaking activity called "Have You Ever?" is described. The presentation concludes by thanking the presenter's daughter for her help as the presenter's first ELL student.
This document discusses language acquisition for ESL students. It addresses several myths around language learning and emphasizes that language acquisition is influenced by socio-cultural, linguistic, academic, and cognitive development factors. The Prism Model illustrates how these interdependent factors come together in second language acquisition. Younger students have an advantage in acquiring native-like pronunciation, but older students can acquire a language more quickly once instruction begins. Both social and academic language skills must be developed for students to achieve academic success. A variety of instructional approaches can be used to integrate language and content learning in a way that values students' cultures and makes the classroom learner-centered.
The document provides information about strategies for supporting English language learners (ELLs) in the classroom. It discusses building on students' background knowledge, differentiating instruction to make content more accessible, allowing students to practice skills in multiple ways, and ensuring assessments account for students' language proficiency. The key recommendations are to connect new concepts to what students already know, provide multiple ways for students to access and demonstrate understanding of material, and offer supports and accommodations on assessments to allow ELLs to show their content knowledge.
Teaching English Language Learners ELLsB. J. Zagorac
This presentation provides background knowledge and information on the population of ELL children in the United States. In the body of the presentation, research-based strategies are provides for teachers and anyone who works with ELL students in an academic environment.
Teaching English Language Learners in Primary and Elementary ClassroomsChristine Morris
This document provides a resource guide for teachers on teaching English Language Learners (ELLs) in primary and elementary classrooms. It discusses who ELL students are, including refugee ELLs, and theories of second language acquisition. The guide also explores the Communicative Language Teaching (CLT) approach and how it can be used with refugee ELLs through classroom activities and programs. It provides recommendations and lists additional resources for teachers to support ELL students.
UTA New Teacher Webinar “Resources and Information for Teaching Multilingual Learners”, April 19, 2014 w/ Dr. Peggy Semingson
The University of Texas of Arlington presents the Spring, 2013 New Teacher Webinar Series as part of our Teacher Induction Project. The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=0df471b4-23a0-4129-8dc2-ade6b8782cc9
Recordings available in archives
YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers
slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers and today's slideshare (4/19/14): http://www.slideshare.net/UTANewTeachers/march-29-webinar-with-dr-peggy-semingson-multilingual-esl
Questions:
Contact Dr. Peggy Semingson at peggys@uta.edu or Dr. Amber Brown
amberb@exchange.uta.edu
Facebook: https://www.facebook.com/pages/UT-Arlington-Curriculum-and-Instruction/119343291449696?ref=hl
Twitter: @UTANewTeachers
YouTube: http://youtube.com/utanewteachers
Pinterest: http://www.pinterest.com/UTANewTeachers/
Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php
Email: schwarma@uta.ed Dr. Marc Schwartz
This document discusses key terms related to English language learners (ELLs), including limited English proficient, English learner, English as a second language, and more. It provides information about the demographic backgrounds of ELL students and considerations for teachers, such as learning about students' home cultures and literacy experiences. It also outlines common stages of culture shock that ELL students may experience and strategies to promote safety, belonging, and adjustment.
This document discusses key terms related to English language learners (ELLs), including limited English proficient, English learner, English as a second language, and more. It provides information about the demographic backgrounds of ELL students and considerations for teachers, such as learning about students' home cultures and literacy experiences. It also outlines common stages of culture shock that ELL students may experience and strategies to promote safety, belonging, and adjustment.
Strategies and Activities for English Language Learners PresentationJeanetteeWeaver
This document contains a presentation about strategies and activities for English language learners. It discusses displaying academic vocabulary prominently and including language standards in each subject. It recommends explicitly teaching learning strategies through scaffolding and different types of questions. Comprehension activities mentioned include concept mapping, flash cards, small group work, hands-on experiences, and journaling. Differentiated assessments are suggested to support students at various fluency levels. A listening and speaking activity called "Have You Ever?" is described. The presentation concludes by thanking the presenter's daughter for her help as the presenter's first ELL student.
This document discusses language acquisition for ESL students. It addresses several myths around language learning and emphasizes that language acquisition is influenced by socio-cultural, linguistic, academic, and cognitive development factors. The Prism Model illustrates how these interdependent factors come together in second language acquisition. Younger students have an advantage in acquiring native-like pronunciation, but older students can acquire a language more quickly once instruction begins. Both social and academic language skills must be developed for students to achieve academic success. A variety of instructional approaches can be used to integrate language and content learning in a way that values students' cultures and makes the classroom learner-centered.
The document provides information about strategies for supporting English language learners (ELLs) in the classroom. It discusses building on students' background knowledge, differentiating instruction to make content more accessible, allowing students to practice skills in multiple ways, and ensuring assessments account for students' language proficiency. The key recommendations are to connect new concepts to what students already know, provide multiple ways for students to access and demonstrate understanding of material, and offer supports and accommodations on assessments to allow ELLs to show their content knowledge.
Who is a heritage speaker?
Student who is a native speaker.
Is fluent speaking but not literate (does not know how to read and write in the target language).
Confused about cultural inheritance.
Defensive mechanism: wants to show he knows more language than the teacher.
Usually has a negative attitude towards class.
Supporting the eal students in the mfl classroom 21 12-12Isabelle Jones
EAL students face challenges in learning foreign languages due to difficulties with the additional language of instruction. The document provides strategies to support EAL learners such as using visual cues, grouping students by ability, addressing students by their correct names, and allowing students to share their home cultures. It also discusses language acquisition stages and assessing EAL students' progress while avoiding reliance on English-based assessments. The key is providing scaffolding to help EAL students learn new vocabulary and structures through repetition, rephrasing, and recasting in a supportive environment.
English Language Learners (ELLs) are a highly diverse group of students who are the fastest growing segment of the student population in the U.S. ELLs make up a heterogeneous group with varying levels of English proficiency, cultural backgrounds, and academic needs. While some states like California, Texas, New York, Florida and Illinois have seen large increases in their ELL populations, ELL students are increasingly present in all 50 states. There is no single approach that can adequately meet the diverse educational needs of ELL students.
Native speakers only presentation by victoria karpovaMichaele Smith
The document discusses research into perceptions of native English speaking teachers (NESTs) versus non-native English speaking teachers (NNESTs). Interviews with NNESTs and ESL students found that factors like education, experience and teaching skills were more important than a teacher's native language. However, a review of English teaching job postings showed bias toward only hiring NESTs. The conclusion calls for equal hiring opportunities and considering qualifications over native language status alone.
This document summarizes an action research project conducted to examine the benefits of the Pearson Reading Street program for developing reading fluency in first grade English Language Learners (ELLs). The project also examined the impact of professional development provided to teachers on the Sheltered Instruction Observation Protocol (SIOP) model. Findings showed improvement in reading scores for all ELL students and increased teacher confidence in delivering instruction to ELLs. The project recommends continued professional development for teachers in ELL instruction.
This document provides educators with guidance on how to effectively engage Hispanic parents of English Language Learner (ELL) students. It emphasizes communicating with parents in their preferred language, which is often Spanish. Educators are encouraged to learn some basic Spanish words and phrases to show respect for the language. They should also learn about the cultural backgrounds of their ELL students' families to better understand their values and home environments. Building trust and partnerships with ELL families requires recognizing their strengths, addressing any barriers to participation, and involving parents in school activities and their child's education whenever possible.
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.
Benefits of Culturally and Linguistically Diverse Classroomsnewbie1218
The document discusses a 7-year-old Spanish-speaking student who is developing English language skills. It outlines her academic strengths such as diligence and memorization, as well as challenges with comprehension, expression, and connecting ideas. The student's cultural background and home language of Spanish are assets. The Common Core Standards aim to prepare all students, including English language learners, but implementing them poses challenges requiring support strategies from teachers. These include collaboration, scaffolding, understanding language acquisition, and addressing individual student needs.
Dyslexia is a learning disability characterized by difficulties with reading, writing, and spelling. Common characteristics include problems with learning letters and sounds, reading fluency, spelling, and memorizing math facts. The severity can vary and modifications like breaking tasks into steps, reducing writing, allowing oral testing, and using multisensory teaching methods can help students with dyslexia learn. It is not due to a lack of intelligence and with appropriate support, students with dyslexia can be successful learners.
Benefits of culturally and linguistically diverse classrooms slideshow jan 17...Valerie Robinson
This document discusses a 5-year old Spanish-speaking student named Luis in a pre-K classroom. Luis comes from a low-income family and speaks Spanish at home with family who speak little English. He is developing English language skills but is fluent in Spanish. The document outlines Luis' academic strengths like using an iPad and working well with others, and challenges with English language skills. It discusses the funds of knowledge he brings from his Hispanic culture and experiences visiting family in Mexico. Finally, it examines the literacy expectations of Common Core State Standards for English language learners and recommendations for schools to provide appropriate support so ELL students can demonstrate their knowledge and skills.
Special Ed Expo - dyslexia presentationbenitaranzon
This document provides strategies for teaching students with dyslexia. It begins by defining dyslexia and discussing how it is diagnosed. Common co-occurring conditions are also identified. The document emphasizes the importance of explicit phonics instruction, developing phonological awareness, and using structured phonics readers. A variety of classroom accommodations and interventions are recommended for primary students with dyslexia, including systematic, multisensory instruction in letter-sound relationships, blending, and sight words.
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 document discusses speech and language disabilities, including definitions, types, prevalence, causes, assessment tools, instructional practices, and current issues. It defines speech and language impairments and notes that 1 in 5 children identified for special education have primary needs in these areas. Common types are discussed such as expressive versus receptive language disorders, speech impairments, language disorders including aphasia and dysphasia. Assessment tools and a variety of instructional models are outlined. Current issues highlighted include the importance of early language development and incorporating technology such as augmentative communication devices to enhance participation and learning.
This document provides a summary of qualifications and experience for a teaching position. It includes details of the applicant's teaching placements, roles, and responsibilities in various schools from 2011-2015. Assessment skills and experience with literacy programs, technology integration, and adapting lessons for student needs are highlighted. Previous work experience as a Tim Hortons supervisor is also summarized, along with education qualifications and references.
Dyslexia affects approximately 15-20% of the population. It is a neurological difference that causes difficulties with word recognition, spelling, and decoding abilities. Recent research has found disrupted brain connections and timing of auditory processing in areas related to speech sounds in those with dyslexia. New Jersey legislation now requires school districts to screen for dyslexia and provide 2 hours of annual professional development for teachers on dyslexia instructional strategies and accommodations. Technology such as text-to-speech, speech recognition, graphic organizers and reading support apps can help dyslexic students access content and demonstrate their knowledge. Assistive technology accommodations allow dyslexic students to overcome reading barriers and succeed.
This document discusses considerations for differentiating between language acquisition issues and learning disabilities in English language learners (ELLs). It notes that ELLs are often over-referred to special education due to language barriers being mistaken for disabilities. The document provides recommendations for teachers to consider, including assessing students' first language literacy, allowing adequate time for English acquisition, checking for social/cultural barriers, conducting proper assessments, and ensuring high-quality language instruction strategies are employed before considering a disability. It emphasizes the cognitive challenges of acquiring academic language and recommends seeing all ELLs as having a type of "learning disability" in their second language.
This document discusses key issues in teaching young learners including classroom management, special needs of students, dyslexia, attention deficit disorder, multiple intelligences, tutoring, use of technology, and importance of professional support. It provides strategies for managing behavior, meeting needs of students with dyslexia or ADHD, incorporating multiple intelligences, creating effective tutoring lessons, using technology safely, and joining professional organizations. Professional support organizations can help teachers stay informed on educational developments.
This document summarizes a presentation given by the ELL Team of Community Consolidated School District 146. It discusses the district's demographics, including the predominant languages spoken. It describes book studies and resources the team has used to establish a philosophical base for bilingual instruction. Examples of literacy projects for Arabic and Latino families are provided. Videos and materials for parents to help with homework and school registration are mentioned. Key elements of effective instruction for English Learners from a research article are listed at the end.
Bilingual Reading Strategy Instruction for Arabic and Spanish Populations 2014CCSDistrict146
This document provides demographic information about the student population of Community Consolidated School District 146 and discusses strategies to support English language learners. It notes that the majority of students are white but there is diversity with Hispanic, black, Asian and multiracial students represented. It also gives data on the percentage of students who are learning English, have individualized education plans, qualify for low income status and attendance rates over recent years. The document advocates literacy instruction in students' native languages to support English acquisition and recommends culturally relevant dual language books to foster vocabulary development and family bonds.
SIOP Refresher: Meeting the Needs of our ELLS Carla Huck
This was our first PD of the school year, providing our teachers with the key principles of language instruction for ELLs and classroom implementation examples. Supplemental materials were also provided in a binder, such as a glossary of terms, GO-TO Strategies Matrix, differentiated techniques for ELLs, and one page handouts on various instructional strategies discussed.
Mythbusters of second language acquisition Carla Huck
This was a presentation to content-area teachers in our high school - they each had a whiteboard and wrote true/false to the statements before we revealed the responses and rationale; all elements were then linked to practical classroom strategies.
Who is a heritage speaker?
Student who is a native speaker.
Is fluent speaking but not literate (does not know how to read and write in the target language).
Confused about cultural inheritance.
Defensive mechanism: wants to show he knows more language than the teacher.
Usually has a negative attitude towards class.
Supporting the eal students in the mfl classroom 21 12-12Isabelle Jones
EAL students face challenges in learning foreign languages due to difficulties with the additional language of instruction. The document provides strategies to support EAL learners such as using visual cues, grouping students by ability, addressing students by their correct names, and allowing students to share their home cultures. It also discusses language acquisition stages and assessing EAL students' progress while avoiding reliance on English-based assessments. The key is providing scaffolding to help EAL students learn new vocabulary and structures through repetition, rephrasing, and recasting in a supportive environment.
English Language Learners (ELLs) are a highly diverse group of students who are the fastest growing segment of the student population in the U.S. ELLs make up a heterogeneous group with varying levels of English proficiency, cultural backgrounds, and academic needs. While some states like California, Texas, New York, Florida and Illinois have seen large increases in their ELL populations, ELL students are increasingly present in all 50 states. There is no single approach that can adequately meet the diverse educational needs of ELL students.
Native speakers only presentation by victoria karpovaMichaele Smith
The document discusses research into perceptions of native English speaking teachers (NESTs) versus non-native English speaking teachers (NNESTs). Interviews with NNESTs and ESL students found that factors like education, experience and teaching skills were more important than a teacher's native language. However, a review of English teaching job postings showed bias toward only hiring NESTs. The conclusion calls for equal hiring opportunities and considering qualifications over native language status alone.
This document summarizes an action research project conducted to examine the benefits of the Pearson Reading Street program for developing reading fluency in first grade English Language Learners (ELLs). The project also examined the impact of professional development provided to teachers on the Sheltered Instruction Observation Protocol (SIOP) model. Findings showed improvement in reading scores for all ELL students and increased teacher confidence in delivering instruction to ELLs. The project recommends continued professional development for teachers in ELL instruction.
This document provides educators with guidance on how to effectively engage Hispanic parents of English Language Learner (ELL) students. It emphasizes communicating with parents in their preferred language, which is often Spanish. Educators are encouraged to learn some basic Spanish words and phrases to show respect for the language. They should also learn about the cultural backgrounds of their ELL students' families to better understand their values and home environments. Building trust and partnerships with ELL families requires recognizing their strengths, addressing any barriers to participation, and involving parents in school activities and their child's education whenever possible.
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.
Benefits of Culturally and Linguistically Diverse Classroomsnewbie1218
The document discusses a 7-year-old Spanish-speaking student who is developing English language skills. It outlines her academic strengths such as diligence and memorization, as well as challenges with comprehension, expression, and connecting ideas. The student's cultural background and home language of Spanish are assets. The Common Core Standards aim to prepare all students, including English language learners, but implementing them poses challenges requiring support strategies from teachers. These include collaboration, scaffolding, understanding language acquisition, and addressing individual student needs.
Dyslexia is a learning disability characterized by difficulties with reading, writing, and spelling. Common characteristics include problems with learning letters and sounds, reading fluency, spelling, and memorizing math facts. The severity can vary and modifications like breaking tasks into steps, reducing writing, allowing oral testing, and using multisensory teaching methods can help students with dyslexia learn. It is not due to a lack of intelligence and with appropriate support, students with dyslexia can be successful learners.
Benefits of culturally and linguistically diverse classrooms slideshow jan 17...Valerie Robinson
This document discusses a 5-year old Spanish-speaking student named Luis in a pre-K classroom. Luis comes from a low-income family and speaks Spanish at home with family who speak little English. He is developing English language skills but is fluent in Spanish. The document outlines Luis' academic strengths like using an iPad and working well with others, and challenges with English language skills. It discusses the funds of knowledge he brings from his Hispanic culture and experiences visiting family in Mexico. Finally, it examines the literacy expectations of Common Core State Standards for English language learners and recommendations for schools to provide appropriate support so ELL students can demonstrate their knowledge and skills.
Special Ed Expo - dyslexia presentationbenitaranzon
This document provides strategies for teaching students with dyslexia. It begins by defining dyslexia and discussing how it is diagnosed. Common co-occurring conditions are also identified. The document emphasizes the importance of explicit phonics instruction, developing phonological awareness, and using structured phonics readers. A variety of classroom accommodations and interventions are recommended for primary students with dyslexia, including systematic, multisensory instruction in letter-sound relationships, blending, and sight words.
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 document discusses speech and language disabilities, including definitions, types, prevalence, causes, assessment tools, instructional practices, and current issues. It defines speech and language impairments and notes that 1 in 5 children identified for special education have primary needs in these areas. Common types are discussed such as expressive versus receptive language disorders, speech impairments, language disorders including aphasia and dysphasia. Assessment tools and a variety of instructional models are outlined. Current issues highlighted include the importance of early language development and incorporating technology such as augmentative communication devices to enhance participation and learning.
This document provides a summary of qualifications and experience for a teaching position. It includes details of the applicant's teaching placements, roles, and responsibilities in various schools from 2011-2015. Assessment skills and experience with literacy programs, technology integration, and adapting lessons for student needs are highlighted. Previous work experience as a Tim Hortons supervisor is also summarized, along with education qualifications and references.
Dyslexia affects approximately 15-20% of the population. It is a neurological difference that causes difficulties with word recognition, spelling, and decoding abilities. Recent research has found disrupted brain connections and timing of auditory processing in areas related to speech sounds in those with dyslexia. New Jersey legislation now requires school districts to screen for dyslexia and provide 2 hours of annual professional development for teachers on dyslexia instructional strategies and accommodations. Technology such as text-to-speech, speech recognition, graphic organizers and reading support apps can help dyslexic students access content and demonstrate their knowledge. Assistive technology accommodations allow dyslexic students to overcome reading barriers and succeed.
This document discusses considerations for differentiating between language acquisition issues and learning disabilities in English language learners (ELLs). It notes that ELLs are often over-referred to special education due to language barriers being mistaken for disabilities. The document provides recommendations for teachers to consider, including assessing students' first language literacy, allowing adequate time for English acquisition, checking for social/cultural barriers, conducting proper assessments, and ensuring high-quality language instruction strategies are employed before considering a disability. It emphasizes the cognitive challenges of acquiring academic language and recommends seeing all ELLs as having a type of "learning disability" in their second language.
This document discusses key issues in teaching young learners including classroom management, special needs of students, dyslexia, attention deficit disorder, multiple intelligences, tutoring, use of technology, and importance of professional support. It provides strategies for managing behavior, meeting needs of students with dyslexia or ADHD, incorporating multiple intelligences, creating effective tutoring lessons, using technology safely, and joining professional organizations. Professional support organizations can help teachers stay informed on educational developments.
This document summarizes a presentation given by the ELL Team of Community Consolidated School District 146. It discusses the district's demographics, including the predominant languages spoken. It describes book studies and resources the team has used to establish a philosophical base for bilingual instruction. Examples of literacy projects for Arabic and Latino families are provided. Videos and materials for parents to help with homework and school registration are mentioned. Key elements of effective instruction for English Learners from a research article are listed at the end.
Bilingual Reading Strategy Instruction for Arabic and Spanish Populations 2014CCSDistrict146
This document provides demographic information about the student population of Community Consolidated School District 146 and discusses strategies to support English language learners. It notes that the majority of students are white but there is diversity with Hispanic, black, Asian and multiracial students represented. It also gives data on the percentage of students who are learning English, have individualized education plans, qualify for low income status and attendance rates over recent years. The document advocates literacy instruction in students' native languages to support English acquisition and recommends culturally relevant dual language books to foster vocabulary development and family bonds.
SIOP Refresher: Meeting the Needs of our ELLS Carla Huck
This was our first PD of the school year, providing our teachers with the key principles of language instruction for ELLs and classroom implementation examples. Supplemental materials were also provided in a binder, such as a glossary of terms, GO-TO Strategies Matrix, differentiated techniques for ELLs, and one page handouts on various instructional strategies discussed.
Mythbusters of second language acquisition Carla Huck
This was a presentation to content-area teachers in our high school - they each had a whiteboard and wrote true/false to the statements before we revealed the responses and rationale; all elements were then linked to practical classroom strategies.
This document provides an overview of bilingual language development and assessment considerations for speech-language pathologists working with bilingual populations. It discusses the increasing diversity of the US, models of bilingual language acquisition, ASHA guidelines for assessment of bilingual clients, appropriate assessment methods, and strategies for working with interpreters. The document also provides cultural values that may be present in Hispanic populations and discusses approaches to therapy for bilingual clients with case examples.
Fine -3.00
Total -3.00
Exploration and
Curiosity
-2.00
Imitation -3.00
Memory -3.00
Problem Solving -3.00
Total -2.60
Self-
The document discusses various topics related to bilingual education including different types of bilingual education programs, benefits of bilingualism, misconceptions about English-only instruction, the importance of incorporating students' home languages and cultures, and developing research questions for a project on second language literacy.
Supporting Diverse Students In School 110608xeniameyer
The document discusses research on differential school achievement between minority and majority students. It contrasts deficit and difference perspectives on the issue. The deficit view sees problems with minority students and cultures, while the difference view investigates how school practices may not reach minority students. The document offers suggestions from research for supporting diverse students, such as understanding cultural differences, incorporating home cultures into instruction, and using literacy and scaffolding strategies.
The document provides definitions and explanations of key terminology and acronyms used in ESL education. It discusses concepts like ESL, ELL, BICS, CALP and realia. It also summarizes legal obligations to provide ESL programming, examples of co-teaching models, WIDA assessments, and lists professional organizations for ESL teachers.
This program aims to help international students at UCI improve their academic writing skills through two workshops. Many international students struggle with writing in English due to differences from their native languages. The workshops will provide instruction on writing techniques and familiarize students with requirements across academic departments. The first workshop will cover general writing styles and common mistakes with a guest speaker. The second will introduce expectations in different departments through peer tutors. The primary goal is to strengthen students' English skills to complete lower division requirements successfully.
Materials designed for english language teaching a critical analysisOsnovna šola Pivka
The pupils were divided into five mixed ability groups with four pupils in each group, in which each member had a significant role to play in reaching the final goal.
Step 2:
- two pupils from each group search the Internet to find at least three facts about their
animal's habits using the frequency adverbs
- they write short sentences using the adverbs correctly
- they take the information back to their group
Step 3:
- the group discusses the information and decides on the best three facts
- one pupil copies or types the final three facts
- the facts are added to the picture puzzle
Step 4:
- a representative from each group presents their animal and facts to
The document discusses the SIOP (Sheltered Instruction Observation Protocol) model for teaching English language learners. It begins by summarizing the Lau v Nichols Supreme Court decision that students who do not understand English are denied meaningful education. It then provides objectives for a professional development session on SIOP that include identifying factors affecting second language acquisition and understanding how SIOP supports language and content objectives. The document explains key aspects of SIOP like preparation, building background, and review/assessment. It concludes by having teachers discuss benefits of SIOP and identify its most important components for their classrooms.
There is a high demand for ESL classes in Bryan, Texas based on community needs assessments. The local Adult Learning Center and churches have long waiting lists for their ESL programs. Another organization that offered classes to 100 people had to turn away 300 people due to overwhelming interest. Bryan has a large Spanish-speaking population that wants to improve their English skills to enhance their job and life opportunities. This document provides an overview of how to effectively teach ESL, including establishing a safe classroom environment, using comprehensible input, and following lesson planning guidelines.
This workshop will introduce academy leaders to a research-based model for improving adolescent literacy. Over two sessions, participants will learn how focusing on literacy can boost student success in academics and careers. They will discuss what literacy looks like in different career fields and how leaders can support literacy-rich teaching. Participants will receive a book and materials on adolescent literacy. The presenter, Julie Meltzer, is an expert on adolescent literacy and professional development.
Changing lives: Teaching English and literature to ESL students ainur_shahida
This document discusses strategies for teaching English as a Second Language (ESL) students in secondary classrooms. It begins by providing background on the growing population of ESL students in U.S. schools and outlines key principles for effective ESL instruction. These include recognizing the important role of students' first language, building on what students already know, understanding that language acquisition takes time, and promoting interaction and literacy development. The document also describes common ESL program models and the stages of linguistic and cultural development ESL students experience. Throughout, effective instructional activities are suggested to support students at different stages of English proficiency.
1) The document discusses strategies for leading bilingual programmes, including providing curricular leadership, planning timelines, overseeing foreign language assistants, conducting lesson observations, and holding meetings. It emphasizes spreading motivation among colleagues, families, and students through dynamic lessons, communication, and creative resources.
2) Managing foreign language assistants is discussed, outlining how they can contribute linguistically and culturally in various classroom activities.
3) Addressing the needs of students with special educational needs is covered, including the connection between language and cognition, differentiated instruction, and ensuring bilingualism does not hinder development.
The document discusses several key points about teaching English to second language learners:
1) It takes between 5-7 years for English language learners to develop academic proficiency in English. Younger students may learn conversational English quicker, but older students who have had schooling in their native language can transfer skills more easily.
2) Students should not be placed in special education programs solely based on lack of English proficiency, and must be properly assessed. Instruction should integrate both language and content.
3) Developing media literacy for students is important in today's digital world so they can analyze different types of media sources critically.
This document is the teacher's guide for the English A1.2 textbook series used in Ecuadorian high schools. It provides an overview of the series' objectives, characteristics, and approach to teaching and learning English. The series is designed to develop students' language skills through topics and activities relevant to their lives. It incorporates principles of multiple intelligences, task-based learning, cooperative work, cross-curricular studies, and intercultural awareness. Individual lessons follow a structure of warm-up, presentation, practice, and application. The guide also describes the components of the series, including the student book, teacher resources, and planned additional materials.
This presentation provided information on integrating E-STEM curriculum to benefit English learners. It outlined that E-STEM is hands-on, inquiry-based, and experiential, which supports ELs' learning needs. Best practices for ELs like scaffolding and visuals were discussed. The presentation also provided example lesson ideas that incorporated both content and language objectives for ELs and used techniques like SIOP. Attendees learned about using technologies, field experiences, and inquiry-based learning to engage ELs in E-STEM topics.
This document provides an evaluation of the "Global English" coursebook used for 4th grade high school students in Chile. It analyzes the book based on two important aspects for teachers: language content and skills. The coursebook adequately covers main grammar items and vocabulary at each level. It also provides material for reading, writing, listening and speaking skills that are integrated and suit the syllabus. However, it lacks material for pronunciation practice. Overall, the evaluation finds the coursebook is well-designed and suitable for developing students' English skills, but requires teacher support for pronunciation.
The document discusses underrepresentation of minority and low-income students in gifted education programs. It notes that Hispanic students are underrepresented by 42% and African American students by 41%. Reasons for underrepresentation include limited concepts of giftedness, biases in assessment tools and procedures, and lack of exposure to rigor. The document provides characteristics and best practices for identifying and serving linguistically diverse, low-income, and minority gifted students. It stresses the importance of modifying gifted programs to fill gaps in experiences for these students.
This document discusses factors that affect the school success of English language learners (ELLs) who live between worlds. It notes that ELLs come from different cultural worlds than their teachers and may feel marginalized in school. The school exists within various overlapping contexts including national/state, community/family, and school levels. These contexts interact dynamically and no single factor explains ELL success or failure. The document examines characteristics of different types of ELL students and discusses how teacher knowledge, beliefs and classroom practices impact ELL learning. It advocates supporting students' home languages and cultures while developing English proficiency.
This document summarizes the results of an online survey of English teachers who have taught or are currently teaching in Vietnam. The survey received 12 responses. It found that teachers make supplemental materials to address gaps in textbooks and the specific needs of their Vietnamese students. Teachers reported focusing on pronunciation, grammar, and vocabulary in their classes. They also incorporated speaking activities like role plays and group discussions. Respondents said the most rewarding part of teaching in Vietnam was their diligent and enthusiastic students. The biggest challenges included students' pronunciation and overreliance on textbooks. The survey provides advice for new teachers, such as learning about Vietnamese culture and language.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Lep students power point
1. LEP Students and
Mathematics Success
by: Erin White
Math is not a universal language
Assessments commonly underestimate their
mathematical understanding
Opportunity to learn math affects future
performance
Conclusions and Teacher Recommendations
2. Math is not a universal language.
Different cultures view and teach mathematics in many different
ways. Vygotsky states in his sociocultural theory that “the cognitive
development of a child is affected by his/her culture…” (Berk, 1993).
For example: American parents tend to blame the schools
and/or lack of ability for a child’s low performance in math,
while Japanese counterparts place emphasis on lack of effort
(Tsang, 1988).
Math vocabulary may not have appropriate transference in their
native language. An LEP student has to add new meaning to the
word “table” (they think furniture), when learning math
(Olivares, 1996). This is common with story problems.
Syntax may be different. The comma and decimal point are used in
the opposite way in Europe and some South American countries
than they are used in the U.S. (1.223,04 instead of 1,223.04)
(Olivares, 1996).
3. In a research study done by Edward DeAvila in the early
’90’s it concluded that language proficiency was the most
important factor in mathematics achievement, even more
influential than socioeconomic status.
Further research proved this true even more with the
significant difference revealed in standardized test
scores in math calculations vs. math problem solving
over a 3 year study in Hawaii. (Abedi, Chin-Chance, &
Gronna, 2000) The LEP participants in this study
consistently scored much higher in calculations than
problem solving, where they relied on their English
language proficiency to understand what the problem
was asking them to do.
4. Assessments commonly underestimate LEP
students mathematical understanding
The significantly large discrepancy between LEPs’ high calculation
scores and low problem solving scores reveals that perhaps they
have a much higher understanding of math than the scores reveal,
but the language barrier prevents them from excelling when
“Academic English skills” are needed. (Abedi, Chin-Chance, &
Gronna, 2000) “To succeed in the mainstream classroom, LEP
students must learn both English communication and academic
skills (Carey, Secada, & Schucher, 1990)
In a 2000 qualitative study, research showed that the majority of
teachers in the study had lower achieving predictions for their LEP
students, gave them approximately 2 seconds wait time after
questioning, and recommended they be placed in low level math
courses due to the teachers lack of knowledge of the LEP students’
level of math understanding. (Rhine, 2000)
5. Opportunity to learn math affects
future performance.
In a 1999 Quantitative study involving participants from
an urban southern California school district results
showed that immigrant LEP students were enrolled in
the low-level math courses the majority of the time. It
also showed that native born LEP students weren’t too
far behind them. On the other hand, it revealed that
English proficient immigrants (mainly form Japan or
China) were commonly enrolled in honors courses
(Wang, 1999). The point to be made here is that
teachers, counselors, and others may be stifling certain
LEP students and their future career success by “doing
them a favor” and putting them in easier courses. Many
LEP students are missing the “opportunity to learn” and
advance due to course placement.
6. Conclusions
More teacher training in understanding the complexities and challenges for
students learning English as a new/second language should be necessary.
Home-school outreach programs should be funded and encouraged to get
LEP families involved in their child’s education.
A translator or similar aid could help assess a student’s understanding of
math more accurately, possibly leading to less placement in “low-level” math
courses.
An in-service that educates counselors, administrators, and teachers about
the “opportunity to learn” affect could change their tendency to automatically
place LEP students in “low level” courses in all subject areas. This could
open more doors for LEP students, their future careers, and their future
contributions to our society.
More emphasis needs to be placed on LEP students learning “academic
English” in addition to “English communication skills”. If families are willing
to help, perhaps a grant could help fund helpful handbooks for parents and
tutors could be made available to support the acquisition of “academic
English skills”.
7. Recommendations
Increase your own knowledge of your students’ culture.
Simplify your language, not the content!
Demonstrate with visuals and audiovisuals (manipulatives, pictures,
DVDs, CDs, etc.)
Allow LEP students to express themselves in their native tongue,
then translate later with translator, etc.- this will allow them to
express their math thinking more freely and get in touch with their
own heuristics.
Encourage LEP students to speak and share thoughts about how
they are solving math problems with others who speak their native
language as well as pairing them with English speaking students.
Increase wait time.
Make math meaningful to them by bringing in their culture and their
families. They could formulate their own story problems.
Make use of free publications and free translation websites. (see
card)