The document outlines an unusual lesson plan framework for teaching English using literature. It involves 6 stages: 1) Readiness activities to prepare students mentally for a text. 2) Experiential activities where students experience a text multidimensionally before understanding it linguistically. 3) Intake response activities where students reflect on and articulate their text experience. 4) Development activities where students produce language based on their text experience. 5) Input response activities where students discover language patterns. 6) More development activities providing opportunities for meaningful language use and expanding ideas. The framework is meant to engage students affectively and have them discover language patterns following a deep text experience.
This document discusses the differences between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) for English language learners. BICS refers to everyday social language skills needed for interactions, while CALP involves more advanced academic language proficiency required for school. The document notes that while BICS develops in 1-2 years, CALP can take 5-7 years and supports are needed to help students develop this. Suggestions are provided for supporting both BICS and CALP development in ELL students.
The document discusses the importance of oral language development for students learning a second language. It notes that for these students, language can act as a barrier to learning if they have poor English skills. As such, teachers need to be aware of the language they use and deliberately create opportunities for students to practice listening and speaking. The document provides strategies for supporting oral language development, such as encouraging conversation, teaching vocabulary, and establishing a literacy-rich classroom environment.
Team Teaching and Classroom Lesson Success Elem SchoolMilly Cheung
This document provides information about an ALT's responsibilities teaching English at elementary schools in Japan. It discusses:
1) The ALT assists Japanese teachers in teaching English classes at elementary schools through team teaching. This involves assisting with lesson preparation and delivery.
2) It outlines a typical weekly schedule and curriculum for English classes, including topics covered in textbooks and sample lesson plans.
3) Suggestions are provided for communicating and planning effectively with homeroom teachers, including discussing goals and expectations for the year. Sample activities and games that can be used in English lessons are also listed.
Presentation done by Jon Wright at the CLIL-Workshop in Catalonia 2011, at the Department of Education (Departament d'Ensenyament, Generalitat de catalunya,Barcelona 2011). organized by the Servei de Llengües estrangeres.
This document summarizes key points from several presentations and workshops attended at a literacy conference. It discusses the importance of oral language, modeling reading strategies, adapting reading programs to meet student needs, intervention programs for struggling readers, the role of nutrition and behavior in learning, using games and technology to teach literacy, and tracking literacy development from early childhood to adulthood. Presenters emphasized explicit instruction in phonics, vocabulary, comprehension and other literacy skills.
Tara Poole presents on components of a holistic early literacy program. She acknowledges the traditional territories of local First Nations and emphasizes building relationships through trauma-informed practice. Literacy is defined as understanding, analyzing, and communicating through diverse texts for various purposes. A comprehensive literacy program includes building background knowledge, language development, phonological awareness, phonics, reading time, fluency, comprehension, and assessment. Phonological awareness involves hearing sounds in words while phonemic awareness involves hearing individual sounds. Explicit instruction is needed in concepts of print, phonological awareness, phonemic awareness, phonics, word work, vocabulary, comprehension strategies, fluency, and ensuring access to decodable books. Assessment, goal setting, and
The document outlines an unusual lesson plan framework for teaching English using literature. It involves 6 stages: 1) Readiness activities to prepare students mentally for a text. 2) Experiential activities where students experience a text multidimensionally before understanding it linguistically. 3) Intake response activities where students reflect on and articulate their text experience. 4) Development activities where students produce language based on their text experience. 5) Input response activities where students discover language patterns. 6) More development activities providing opportunities for meaningful language use and expanding ideas. The framework is meant to engage students affectively and have them discover language patterns following a deep text experience.
This document discusses the differences between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) for English language learners. BICS refers to everyday social language skills needed for interactions, while CALP involves more advanced academic language proficiency required for school. The document notes that while BICS develops in 1-2 years, CALP can take 5-7 years and supports are needed to help students develop this. Suggestions are provided for supporting both BICS and CALP development in ELL students.
The document discusses the importance of oral language development for students learning a second language. It notes that for these students, language can act as a barrier to learning if they have poor English skills. As such, teachers need to be aware of the language they use and deliberately create opportunities for students to practice listening and speaking. The document provides strategies for supporting oral language development, such as encouraging conversation, teaching vocabulary, and establishing a literacy-rich classroom environment.
Team Teaching and Classroom Lesson Success Elem SchoolMilly Cheung
This document provides information about an ALT's responsibilities teaching English at elementary schools in Japan. It discusses:
1) The ALT assists Japanese teachers in teaching English classes at elementary schools through team teaching. This involves assisting with lesson preparation and delivery.
2) It outlines a typical weekly schedule and curriculum for English classes, including topics covered in textbooks and sample lesson plans.
3) Suggestions are provided for communicating and planning effectively with homeroom teachers, including discussing goals and expectations for the year. Sample activities and games that can be used in English lessons are also listed.
Presentation done by Jon Wright at the CLIL-Workshop in Catalonia 2011, at the Department of Education (Departament d'Ensenyament, Generalitat de catalunya,Barcelona 2011). organized by the Servei de Llengües estrangeres.
This document summarizes key points from several presentations and workshops attended at a literacy conference. It discusses the importance of oral language, modeling reading strategies, adapting reading programs to meet student needs, intervention programs for struggling readers, the role of nutrition and behavior in learning, using games and technology to teach literacy, and tracking literacy development from early childhood to adulthood. Presenters emphasized explicit instruction in phonics, vocabulary, comprehension and other literacy skills.
Tara Poole presents on components of a holistic early literacy program. She acknowledges the traditional territories of local First Nations and emphasizes building relationships through trauma-informed practice. Literacy is defined as understanding, analyzing, and communicating through diverse texts for various purposes. A comprehensive literacy program includes building background knowledge, language development, phonological awareness, phonics, reading time, fluency, comprehension, and assessment. Phonological awareness involves hearing sounds in words while phonemic awareness involves hearing individual sounds. Explicit instruction is needed in concepts of print, phonological awareness, phonemic awareness, phonics, word work, vocabulary, comprehension strategies, fluency, and ensuring access to decodable books. Assessment, goal setting, and
Learning Objectives
This module on language pedagogy attempts to support state resource groups / master trainers to—
understand the various aspects of language education viz. nature of language learning, role of language in learning, multilingualism as a resource and a strategy, language-in-education policy, objectives of language teaching in Indian contexts, the ideas and philosophy of National Curriculum Framework-2005;
familiarise teachers with the approach of integrated skills (LSRW) for literacy and language learning, engaging children in context based activities for developing communicative competence of the children, providing authentic texts and assessment as learning approach;
be able to chalk out the learning outcomes and pedagogical process for language teaching-learning for different stages;
sensitise teachers on using various strategies to language teaching which include language skills - listening and speaking, reading, writing, and teaching of grammar, vocabulary and so on;
build an understanding of generic concerns such as knowing the learner, gender issues, special needs, inclusive classroom, school based pre-vocational education and others such pertinent issues;
understand the processes and use the strategies for continuous assessment and the reporting of learning outcomes; and
enable them to build the capacity of teachers in order to achieve learning outcomes stipulated for every class in different subject areas.
This document discusses teaching English to young learners. It begins with defining key terms like TESL, TEFL, and the differences between them. It then discusses characteristics of young language learners, noting that they have shorter attention spans, learn through play and movement, and imitate their teachers. The document also discusses some myths around language learning, like that more exposure equals faster learning. It suggests the most important skills to teach young learners are speaking, listening, singing songs and playing games. Overall, the document provides an overview of concepts and approaches for teaching English to young learners effectively.
Connect2Literacy: Communication Supports for Guided ReadingJane Farrall
This document discusses guided reading strategies and supports for students with complex communication needs (CCN). It recommends setting a purpose for reading and using aided language displays and comprehensive communication systems like PODD to support participation. Short-term customized supports and generic displays are suggested initially, with a long term goal of providing each student with their own comprehensive AAC system for full participation and language development.
This document provides an overview of the LCRT 5810: Workshop in Language Development & Acquisition course. It introduces the professor, Sherry Taylor, and gives details about the course sessions, readings, assignments, and expectations. The hybrid course consists of both in-person and online class sessions over the semester. It aims to examine language development and acquisition in relation to literacy development through a case study analysis where students will collect and analyze language samples. The required texts are Linguistic Perspectives on Language and Education and Ways With Words, and additional readings are available online.
PYP Language Workshop for Parents (January 2013)bisedu
This document provides information about a workshop for parents on language in the PYP. It includes an introduction with an activity to identify important jobs that require strong language skills. It then discusses views on language and has an activity for participants to share what they know and questions they have about the topic. The workshop aims and agenda are presented, covering beliefs about language learning, teaching strategies, how language is broken down in the curriculum, and the importance of mother tongue development. Activities during the workshop involve analyzing images, identifying language strands in the PYP, and learning about conceptual understandings and language acquisition.
This document discusses assessing language learners' needs. It involves systematically gathering information about learners' needs and preferences through various methods like questionnaires, interviews, and discussions. This information is then interpreted and used to make decisions about course content and methodology to best meet learners' needs and help them achieve their goals. Key areas of information include learners' current language abilities, learning preferences, desired goals, and factors like their age, background, and learning styles.
The document provides information about improving English skills for Korean elementary students. It discusses tactics and activities for developing reading, listening, speaking and writing skills. It recommends using picture books, leveled readers, word cards, games and role plays to engage students and help them practice their skills. Various websites that provide resources for teaching English to young learners are also listed.
The document provides an overview of public speaking, including defining it as speaking in front of an audience to inform, influence or entertain. It distinguishes between informative and persuasive speeches and emphasizes the importance of analyzing the audience. Guidelines are offered for choosing a topic, developing an outline, speech delivery techniques, and improving speaking skills through preparation such as researching the topic, organizing content, and crafting an effective introduction and conclusion.
Have you ever asked yourself:
- how babies learn language and how that's different from learning a foreign language
- how easy or difficult it is to teach English as a foreign language
- how a language teacher comes to grips with finding out and explaining language rules
- how to describe the different ways people talk and write English
- what sort of person makes a good language teacher and whether you might be that sort of person?
If your answer to any of these questions is 'yes', then this course should interest you.
What are the aims of the course?
The main aim of this course is to act as a taster for anyone who feels they might like to pursue an interest in language or language teaching. It is designed to fascinate and intrigue but above all to be clear and straightforward about the nature of the English language. For instance, it highlights the variety and diversity displayed by English. The differences between colloquial English, conversational and written English may seem at first obvious, but they are not and they are not always mirrored in other languages. In Arabic-speaking countries, educated people sometimes use classical Arabic in speech as well as in writing, whereas less educated people speak only colloquial Arabic. The differences in convention between the two languages must be well understood by teacher and learner alike if confusion and misunderstanding are not to result. But this course is not just about the system and use of language. The information it provides is always set in the context of learning development, both the learning that you will be doing as course user and the learning achieved by learners of a Foreign language.
A second aim of language and learning awareness is to promote English language teaching (ELT) as a profession rather than as just a backpacker's passport. You might think the days are gone when to get into teaching English as a foreign language (EFL), the first step was to 'practice' on a class, without so much as a day's training. Sadly this does still happen, and of course is fair neither to the learners nor the 'teacher'. I hope that this course will persuade anyone who isn't persuaded already how important it is to counter this state of affairs.
A third aim has been to sensitize the user to issues and principles rather than dazzle them with names and difficult terminology. The course is written in a direct, personal style and any terms which might possibly pose a problem are either fully explained in the text or appear in a glossary which can be accessed at any time. In general, it has been kept jargon free. If at any stage you come across a point which you don't find easy to follow, don't worry or give up. It may become clearer later, so it's worth carrying on and returning to it if you need to. Be prepared to side-step a stumbling block rather than treat it as a barrier to the rest of the course.
Source: https://ebookschoice.com/what-is-language-and-how-do-we-learn-it/
English language learners with learning disabilities face challenges distinguishing between language difficulties and learning disabilities. Teachers should monitor student progress when using effective ELL strategies and seek evaluation if progress is inadequate. A comprehensive dual-language assessment considers skills in both languages to identify learning disabilities across languages. For students identified with disabilities, their IEP should include the language of instruction and educators should consider adaptations to make instruction comprehensible.
A teacher's job is to help students build on their existing knowledge and bring diversity of knowledge into the classroom. Teachers should have high expectations for all students, respect what students bring to class, and provide support to help students achieve. The document discusses how teachers can bridge students' current knowledge to new learning by valuing different perspectives and making curriculum accessible to diverse learners.
This document provides guidance and suggestions for English language teaching activities that can be used in classroom settings. It discusses the importance of engaging students and making them comfortable taking risks. A variety of activity types are described, including spelling/vocabulary games, listening exercises, communication activities, and writing prompts. Guidelines are provided for preparing students and managing group work. Specific activity examples involve word games like creating sentences from a list of words or coming up with as many words as possible from a long word. The document emphasizes creating a fun, interactive environment where students can practice using English without fear of making mistakes.
The document contains a questionnaire about an English language learning course. It includes questions about the student's experience learning English such as how long they have studied, what exams they have taken, if they have visited English-speaking countries, and how they practice English. It also asks about their goals for the course and preferences for focusing on skills like listening, speaking, reading or writing. Additional sections provide a reading passage about challenges children faced learning English in their classroom and discuss theories about acquiring versus learning a new language.
This document discusses teaching English to young learners. It describes the characteristics of younger and older language learners. Younger learners have a holistic approach to language and limited reading/writing skills. Older learners show growing analytical skills and awareness. The document recommends an emphasis on listening and speaking skills first in teaching English to young learners. It also discusses theories from Bruner, Krashen & Terrell, Dewey, Montessori, and Erikson and their implications for teaching methodology, curriculum, and classroom environment. Effective teaching of English to young learners in Indonesia requires an English-rich environment, activity-based techniques, functional vocabulary, repetition, and acquisition-promoting routines.
The document discusses the professional experience of an individual with over 10 years of experience working as an English teacher and coordinator. They hold a degree in Education with a major in English as well as a Master's degree in Human Resources and Knowledge Management. Additionally, they have experience and certifications in translation, interpretation, and teaching English. Currently, they work at several educational institutions.
This document is an introduction to a textbook for 10th grade students learning English as a foreign language. It provides an overview of the textbook's contents and guidance on how to use it effectively. The textbook contains 8 units covering topics from the curriculum, with each unit divided into lessons. It aims to develop students' listening, reading, speaking and writing skills through various exercises. Students are encouraged to set learning goals and work on projects to practice communicating in English. The introduction explains that mastering a foreign language can open many opportunities and help students become global citizens.
This document introduces a 10th grade English textbook for Ukrainian students. It provides an overview of the textbook's contents and guidance for students on how to effectively use the materials. The textbook contains 8 units covering various topics as outlined in the English language curriculum. Each unit includes lessons, vocabulary, grammar exercises, and skills-based activities to develop listening, reading, speaking and writing. The document encourages students to set learning goals and work collaboratively on project assignments using English. It also provides tips for using reference materials like dictionaries to aid comprehension and language development.
This document summarizes key points from a language learning module taught by Dr. Elaine Horwitz. It discusses defining successful language learners, the disconnect between teachers' and learners' perspectives, and important learner characteristics like motivation, anxiety, and beliefs. Groups interviewed students about their language learning experiences. Learner motivation, anxiety, and beliefs influence strategies, performance, and self-concept. Teachers should address common myths and help students develop realistic goals. Homework includes a portfolio, module, reflection, and observation.
2013 supporting the eal students in the mfl classroomIsabelle Jones
This document discusses strategies for supporting English as an Additional Language (EAL) students in the foreign language classroom. It identifies some of the most common issues EAL students face, such as taking 5-7 years to develop academic English proficiency. It recommends nurturing language development, coaching students on how to learn, and building stable social groups. Effective EAL support strategies are beneficial for all students in foreign language classes.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Learning Objectives
This module on language pedagogy attempts to support state resource groups / master trainers to—
understand the various aspects of language education viz. nature of language learning, role of language in learning, multilingualism as a resource and a strategy, language-in-education policy, objectives of language teaching in Indian contexts, the ideas and philosophy of National Curriculum Framework-2005;
familiarise teachers with the approach of integrated skills (LSRW) for literacy and language learning, engaging children in context based activities for developing communicative competence of the children, providing authentic texts and assessment as learning approach;
be able to chalk out the learning outcomes and pedagogical process for language teaching-learning for different stages;
sensitise teachers on using various strategies to language teaching which include language skills - listening and speaking, reading, writing, and teaching of grammar, vocabulary and so on;
build an understanding of generic concerns such as knowing the learner, gender issues, special needs, inclusive classroom, school based pre-vocational education and others such pertinent issues;
understand the processes and use the strategies for continuous assessment and the reporting of learning outcomes; and
enable them to build the capacity of teachers in order to achieve learning outcomes stipulated for every class in different subject areas.
This document discusses teaching English to young learners. It begins with defining key terms like TESL, TEFL, and the differences between them. It then discusses characteristics of young language learners, noting that they have shorter attention spans, learn through play and movement, and imitate their teachers. The document also discusses some myths around language learning, like that more exposure equals faster learning. It suggests the most important skills to teach young learners are speaking, listening, singing songs and playing games. Overall, the document provides an overview of concepts and approaches for teaching English to young learners effectively.
Connect2Literacy: Communication Supports for Guided ReadingJane Farrall
This document discusses guided reading strategies and supports for students with complex communication needs (CCN). It recommends setting a purpose for reading and using aided language displays and comprehensive communication systems like PODD to support participation. Short-term customized supports and generic displays are suggested initially, with a long term goal of providing each student with their own comprehensive AAC system for full participation and language development.
This document provides an overview of the LCRT 5810: Workshop in Language Development & Acquisition course. It introduces the professor, Sherry Taylor, and gives details about the course sessions, readings, assignments, and expectations. The hybrid course consists of both in-person and online class sessions over the semester. It aims to examine language development and acquisition in relation to literacy development through a case study analysis where students will collect and analyze language samples. The required texts are Linguistic Perspectives on Language and Education and Ways With Words, and additional readings are available online.
PYP Language Workshop for Parents (January 2013)bisedu
This document provides information about a workshop for parents on language in the PYP. It includes an introduction with an activity to identify important jobs that require strong language skills. It then discusses views on language and has an activity for participants to share what they know and questions they have about the topic. The workshop aims and agenda are presented, covering beliefs about language learning, teaching strategies, how language is broken down in the curriculum, and the importance of mother tongue development. Activities during the workshop involve analyzing images, identifying language strands in the PYP, and learning about conceptual understandings and language acquisition.
This document discusses assessing language learners' needs. It involves systematically gathering information about learners' needs and preferences through various methods like questionnaires, interviews, and discussions. This information is then interpreted and used to make decisions about course content and methodology to best meet learners' needs and help them achieve their goals. Key areas of information include learners' current language abilities, learning preferences, desired goals, and factors like their age, background, and learning styles.
The document provides information about improving English skills for Korean elementary students. It discusses tactics and activities for developing reading, listening, speaking and writing skills. It recommends using picture books, leveled readers, word cards, games and role plays to engage students and help them practice their skills. Various websites that provide resources for teaching English to young learners are also listed.
The document provides an overview of public speaking, including defining it as speaking in front of an audience to inform, influence or entertain. It distinguishes between informative and persuasive speeches and emphasizes the importance of analyzing the audience. Guidelines are offered for choosing a topic, developing an outline, speech delivery techniques, and improving speaking skills through preparation such as researching the topic, organizing content, and crafting an effective introduction and conclusion.
Have you ever asked yourself:
- how babies learn language and how that's different from learning a foreign language
- how easy or difficult it is to teach English as a foreign language
- how a language teacher comes to grips with finding out and explaining language rules
- how to describe the different ways people talk and write English
- what sort of person makes a good language teacher and whether you might be that sort of person?
If your answer to any of these questions is 'yes', then this course should interest you.
What are the aims of the course?
The main aim of this course is to act as a taster for anyone who feels they might like to pursue an interest in language or language teaching. It is designed to fascinate and intrigue but above all to be clear and straightforward about the nature of the English language. For instance, it highlights the variety and diversity displayed by English. The differences between colloquial English, conversational and written English may seem at first obvious, but they are not and they are not always mirrored in other languages. In Arabic-speaking countries, educated people sometimes use classical Arabic in speech as well as in writing, whereas less educated people speak only colloquial Arabic. The differences in convention between the two languages must be well understood by teacher and learner alike if confusion and misunderstanding are not to result. But this course is not just about the system and use of language. The information it provides is always set in the context of learning development, both the learning that you will be doing as course user and the learning achieved by learners of a Foreign language.
A second aim of language and learning awareness is to promote English language teaching (ELT) as a profession rather than as just a backpacker's passport. You might think the days are gone when to get into teaching English as a foreign language (EFL), the first step was to 'practice' on a class, without so much as a day's training. Sadly this does still happen, and of course is fair neither to the learners nor the 'teacher'. I hope that this course will persuade anyone who isn't persuaded already how important it is to counter this state of affairs.
A third aim has been to sensitize the user to issues and principles rather than dazzle them with names and difficult terminology. The course is written in a direct, personal style and any terms which might possibly pose a problem are either fully explained in the text or appear in a glossary which can be accessed at any time. In general, it has been kept jargon free. If at any stage you come across a point which you don't find easy to follow, don't worry or give up. It may become clearer later, so it's worth carrying on and returning to it if you need to. Be prepared to side-step a stumbling block rather than treat it as a barrier to the rest of the course.
Source: https://ebookschoice.com/what-is-language-and-how-do-we-learn-it/
English language learners with learning disabilities face challenges distinguishing between language difficulties and learning disabilities. Teachers should monitor student progress when using effective ELL strategies and seek evaluation if progress is inadequate. A comprehensive dual-language assessment considers skills in both languages to identify learning disabilities across languages. For students identified with disabilities, their IEP should include the language of instruction and educators should consider adaptations to make instruction comprehensible.
A teacher's job is to help students build on their existing knowledge and bring diversity of knowledge into the classroom. Teachers should have high expectations for all students, respect what students bring to class, and provide support to help students achieve. The document discusses how teachers can bridge students' current knowledge to new learning by valuing different perspectives and making curriculum accessible to diverse learners.
This document provides guidance and suggestions for English language teaching activities that can be used in classroom settings. It discusses the importance of engaging students and making them comfortable taking risks. A variety of activity types are described, including spelling/vocabulary games, listening exercises, communication activities, and writing prompts. Guidelines are provided for preparing students and managing group work. Specific activity examples involve word games like creating sentences from a list of words or coming up with as many words as possible from a long word. The document emphasizes creating a fun, interactive environment where students can practice using English without fear of making mistakes.
The document contains a questionnaire about an English language learning course. It includes questions about the student's experience learning English such as how long they have studied, what exams they have taken, if they have visited English-speaking countries, and how they practice English. It also asks about their goals for the course and preferences for focusing on skills like listening, speaking, reading or writing. Additional sections provide a reading passage about challenges children faced learning English in their classroom and discuss theories about acquiring versus learning a new language.
This document discusses teaching English to young learners. It describes the characteristics of younger and older language learners. Younger learners have a holistic approach to language and limited reading/writing skills. Older learners show growing analytical skills and awareness. The document recommends an emphasis on listening and speaking skills first in teaching English to young learners. It also discusses theories from Bruner, Krashen & Terrell, Dewey, Montessori, and Erikson and their implications for teaching methodology, curriculum, and classroom environment. Effective teaching of English to young learners in Indonesia requires an English-rich environment, activity-based techniques, functional vocabulary, repetition, and acquisition-promoting routines.
The document discusses the professional experience of an individual with over 10 years of experience working as an English teacher and coordinator. They hold a degree in Education with a major in English as well as a Master's degree in Human Resources and Knowledge Management. Additionally, they have experience and certifications in translation, interpretation, and teaching English. Currently, they work at several educational institutions.
This document is an introduction to a textbook for 10th grade students learning English as a foreign language. It provides an overview of the textbook's contents and guidance on how to use it effectively. The textbook contains 8 units covering topics from the curriculum, with each unit divided into lessons. It aims to develop students' listening, reading, speaking and writing skills through various exercises. Students are encouraged to set learning goals and work on projects to practice communicating in English. The introduction explains that mastering a foreign language can open many opportunities and help students become global citizens.
This document introduces a 10th grade English textbook for Ukrainian students. It provides an overview of the textbook's contents and guidance for students on how to effectively use the materials. The textbook contains 8 units covering various topics as outlined in the English language curriculum. Each unit includes lessons, vocabulary, grammar exercises, and skills-based activities to develop listening, reading, speaking and writing. The document encourages students to set learning goals and work collaboratively on project assignments using English. It also provides tips for using reference materials like dictionaries to aid comprehension and language development.
This document summarizes key points from a language learning module taught by Dr. Elaine Horwitz. It discusses defining successful language learners, the disconnect between teachers' and learners' perspectives, and important learner characteristics like motivation, anxiety, and beliefs. Groups interviewed students about their language learning experiences. Learner motivation, anxiety, and beliefs influence strategies, performance, and self-concept. Teachers should address common myths and help students develop realistic goals. Homework includes a portfolio, module, reflection, and observation.
2013 supporting the eal students in the mfl classroomIsabelle Jones
This document discusses strategies for supporting English as an Additional Language (EAL) students in the foreign language classroom. It identifies some of the most common issues EAL students face, such as taking 5-7 years to develop academic English proficiency. It recommends nurturing language development, coaching students on how to learn, and building stable social groups. Effective EAL support strategies are beneficial for all students in foreign language classes.
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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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.
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In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
3. Strategies
The goal of this session is to walk
away with as many practical
strategies as possible for you to
immediately use to support students.
Keep in mind that quality instruction
and support should be intentional,
sustainable and consistent!
You can and do make huge impacts
on the students you serve!
5. In DDSD, We believe…
Being multilingual is a
superpower
(for everyone–students and staff!!)
The neural pathways!
Talk time is key
MLLs will need many opportunities for
practice, in a low stress environment, to
reach mastery.
All students have a wealth
of knowledge
Our task is to find the key that unlocks
their background knowledge.
6. District demographics
By The Numbers:
● +/- 8,900 students
● 63-68 Home Languages
● 2459 Active MLLs
(3/11/24)
● DD Elementary schools
have an average of 23
languages spoken by
their student population
● Currently we have 473
identified “Newcomers”
enrolled K-5
Approx. 11% represents 1st or
2nd Gen. Eastern European
Immigrants
Approx. 4%
represents
1st or 2nd Gen.
African Immigrants
7. Our David douglas community
Newcomer (n) :
A student who has
recently moved to
a new country and
is immersed in a
new language,
culture and
community.
8. Have you ever been immersed in a community in which
you did not speak the language?
Describe your experience.
How did you feel?
How did you communicate?
What things/tools/strategies helped you navigate?
If you have not been in this situation.. Use your imagination and
make inferences to respond to the same prompt.
● Words
● Pictures
● Sentences
● Lists
9. Give one. Get one.
Find a partner.
Take turns sharing and listening.
Thank them!
Find a new partner.
Repeat until time runs out.
11. Behavior is communication
Every child is unique. Some MLLs may
exhibit specific behaviors due to a variety
of emotions.
These behaviors might look like:
● Withdrawn
● Not following directions/expectations
● Leaving the group/room
● Big emotions (crying, yelling, anger)
12. As of
4/11/24
CP
502
EB
417
GH
450
GP
506
LP
472
Menlo
386
Mill
532
VP
376
WP
379
# Home
Languages
21 15 25 27 25 22 28 23 23
% English
as a Home
Language
66.2% 64.5% 58.7% 58.9% 51.5% 72.5% 45.3% 60.4% 53%
Top 5
Languages
Spoken
English
Spanish
Cantonese
Viet.
Russian
English
Spanish
Cantonese
Mandarin
Russian
English
Spanish
Viet.
Cantonese
Ukrainian
English
Spanish
Ukrainian
Russian
Viet
English
Spanish
Russian
Nepali
Cantonese
English
Spanish
Viet.
Cantonese
Rohingya
English
Spanish
Somali
Viet.
Russian
English
Spanish
Dari
Russian
Viet.
English
Spanish
Dari
Ukrainian
Russian
Turn and Talk: What do you notice/observe/wonder??
I notice/observe/wonder _____________
because….
13. Language gallery walk Walk around the room and visit the
LANGUAGE POSTERS that represent
the top languages spoken in our
Elementary Schools and indicate your
familiarity using the symbols below.
If you speak it →
If you know some
words/phrases →
If you know the specific
country/countries where it is
predominantly spoken→
✓
→ You may add more than one symbol to the same
poster
14. English Spanish
Second most widely spoken
language in the world.
Romance language along
with Catalan, Italian, French,
Portuguese and
Romanian.Over 21 countries
have Spanish as their official
language.
Chinese-Cantonese
A tonal language (four tones)
One of seven dialects of
Chinese. Spoken in Southern
China and Hong Kong.
Vietnamese
A tonal language (six tones).
Originally written with chinese
characters but adapted to
latin script during French
colonization. Three regional
dialects.
Russian
The official language in Russia,
Belarus, Kyrgyzstan and
Kazakhstan. Uses the Cyrillic
alphabet which is based on the
Greek alphabet. Originated in
the middle ages.
Chinese-Mandarin
Most spoken language in the
world. Spoken by 70% of
Chinese Speakers. Same
characters as cantonese but
pronounced differently.
Spoken in Mainland China,
Taiwan and Singapore.
Ukrainian
Spoken as the primary
language of 70% of
Ukrainians. About 30% speak
Russian as their first language.
Uses a form of the Cyrillic
alphabet.
Nepali
Language of Nepal and spoken
by many in Bhutan, India and
Burma. Written in Devanagari
which is similar to Hindi.
Originally based on ancient
sanskrit
Rohingya
Arakan is the historical
geographical name of Rakhine
State, Myanmar (formerly
Burma).
About 2 million speakers.
Arabic alphabet system.
Somali
Official language of Somalia
and Ethiopia. Approx. 4
dialects. One of the Cushtic
languages spoken in the horn
of Africa. Uses english latin
alphabet (except p v and z)
Dari
Persian language spoken in
Afghanistan. Very similar to
farsi when written but not as
much when spoken.
15. What do all these
acronyms mean?!
ELL
English Language
Learner
MLL
Multilingual
Learner
ELPA
English Language
Proficiency Assessment
**With asset based thinking has come
a shift in language: no longer is not
speaking English seen as a deficit, a
hole that needs to be filled.
Being multilingual is a strength!
16. Let’s explore a
MLL student’s
ELPA profile:
The ELPA has four domains in which
students are assessed: Reading,
Writing, Listening, and Speaking. The
goal is for them to gain a level of
proficiency each year, exiting the
program once they have reached a
level 4 or 5 in each domain.
What do you notice or wonder about this student’s ELPA scores?
What patterns or trends do you notice?
17. ELPA Practice TEST
Go to this website: https://osasportal.org/students.html
>> Sample and Training Tests >> Log in as Guest User >> Keep
Default Settings >> Choose Grade Level you want to see
18. Lines of Communication: Cherry Park
RED suits make a line (shoulder to shoulder)
BLACK suits lineup (shoulder to shoulder) facing red
With the person across from you,
share one new piece of learning or
something that was interesting
“One thing I learned was _______”
“Something I found interesting was ________ because…”
When you’re finished: Voices off, Thumbs up!
19. Inner-Outer Circle: Menlo
RED suits will form the outside of the circle
BLACK suits form the inside of the circle facing and pairing
with someone with a red suit
With the person across from you,
share one new piece of learning or
something that was interesting
“One thing I learned was _______”
“Something I found interesting was ________ because…”
When you’re finished: Voices off, Thumbs up!
22. First and foremost,
Show empathy
Have patience
Maintain high expectations and
BELIEVE all students can learn!
23. Show. Don’t tell.
Have students be leaders and
show one another what they’re
to do. Fishbowl/Peer modeling,
For everything you do!
Task Directions, Expectations, etc.
Actually DO what you’re
asking them to do (whether it
is behavioral or academic)
Animate your delivery to
provide more context and
information beyond the words
1
Visuals!
Modeling Peer examples
Gestures & BodyLanguage
04
02
03
24. When teaching new
vocabulary, pictures are
key in connecting the word
in English to any
background knowledge the
student may already have.
Use pictures
Tree
This could be as simple as Googling
images → always preview before
showing students!
25. Use Sentence Frames
Providing sentence frames,
or sentence stems, is a great
way to support our
multilingual students.
● I see a ____________.
● The ______ is ____________.
● A _______ is/has _________,
_________, and __________.
**These frames are leveled to
help support different levels of
proficiency, with red being the
easiest and blue the most
challenging.
Tree
26. Translanguaging
If the students you’re
working with are literate in
their first language, you
can use Google Translate
or other sources to find
the word in their
language.
● Cây (Vietnamese)
● شجرة(Arabic)
● Árbol (Spanish)
● 树 (Chinese)
Tree
27. As you watch, please
listen for specific
strategies that students
say are helpful while at
school.
What do you notice?
Any surprises?
Take a moment
to add to
your graphic
organizer→
28. First, group together by number
so that your group has ALL SUITS
Then, collectively choose one strategy we’ve
discussed and: :
- Identify the strategy what (1 pt.)
- Describe the strategy how (1 pt.)
- Explain how it supports MLLs why (1 pt.)
Lastly, I will call each group and one person
(suit) will be responsible for sharing out to the
whole group. Your team can earn up to 3
points!
→ Audience will listen to determine the score.
Numbered heads Together
29. Proximity
● Sit next to your striving MLLs,
especially newcomers.
● Be close to students when giving
directions, support or redirection.
Ideally, be on the same level as
students as often as possible.
● Avoid talking over others or
addressing students from afar.
30. Speak in complete sentences
as often as possible
● Provides more context and clarity
● Models language structure (syntax
and grammar)
● Supports writing tasks
Also, think back to the ELPA domains…
speaking domain should demonstrate
proficiency using complete sentences
31. Total
Physical
Response (tpr)
Total Physical Response (TPR) is a method of
teaching language or vocabulary concepts by
using physical movement to react to verbal
input. The process mimics the way that
infants learn their first language, and it
reduces student inhibitions and lowers stress.
32. Universal design
for learning (UDL)
Pictures
Words
Auditory
Tactile
Play
Text to Speech
Speech to text
Translation
MULTIPLE WAYS OF
accessing
Speaking
Writing
Drawing
Use of Technology
Modeling
Graphic Organizers
Group work
Independent
MULTIPLE WAYS OF
expressing
Visual
Auditory
Experimental
Tactile
Text to Speech
Pictures
Multimedia
Games
MULTIPLE WAYS OF
Engagement
33. Cognates:
Cognates are words in two
languages that share a similar
meaning, spelling, and
pronunciation. While English may
share very few cognates with a
language like Chinese, 30-40% of
all words in English have a
related word in Spanish.
For Spanish-speaking ELLs,
cognates are an obvious bridge
to the English language.
Spanish Word
centro
familia
biografia
accidente
causa
English Cognate
center
family
biography
accident
cause
34. Things to Consider
● Students may have low English proficiency but depending
on their age, may be highly educated and literate in their
home language.
● Some newcomers also carry the weight of trauma, which
can impact their learning and behavior. Be patient.
● Recognize all of the background knowledge students
already have.
● Often, newcomers go through a “silent period.”
Speaking and writing are high level “productive” skills.
35. Take advantage of technology!
If you have a Smartphone, there
are many free apps that can
help you communicate with our
MLLs.
SayHi App
This one is my favorite because it has
SO MANY languages. It also allows
you, or a student, to speak into the
microphone and it will say the
translation out loud-no reading
required!
36.
37. ______the bottom line______
David Douglas School District and all of us, as
educators, have the privilege of serving a
culturally, linguistically, racially, ethnically,
RICH and DIVERSE community of learners!
Therefore, we must be intentional about our instruction
and ensure that learning is accessible to all students!
38. Closing: Lightening share
Think of one takeaway,
appreciation, something that
stood out to you and be ready to
share quickly ( 5-10 seconds tops!)
When the talking piece gets to you,
share your idea and pass it along
to the next person.
39. Your input helps us
better support you!
Please do now Scan
or click here
40. Resources Science of Reading -
Multilingual Podcast
Phonemic Inventories and
Cultural and Linguistic
Information
DDSD Emerging
English Supports
Language Rich
Content
Elementary ELD
Editor's Notes
8:50am-9am
9am
https://docs.google.com/document/d/1VE0kRsfEsaEWExT7QGpYb6tjd9nj9zpPjkadNe-PRiA/edit?usp=sharing Session Graphic Organizer
Talking, modeling, and embedding strategies as we move through this presentation
Cloze and choral reading
Difference between know strategy and implementing strategy, Be self reflective
https://docs.google.com/presentation/d/1Ug6EjePTldeFFKSrDy1ifKXCFhOwecPuIzP4hH9BKo4/edit?usp=sharing Strategy Tracker
9:00-9:05
9:05-9:07
9:07-9:10
true for students AND staff Ask staff to read
9:10-9:14
Take a look—> what do you notice, wonderings, surprises? Anyone have something to share with the group?
9:14-9:17
Newcomer #s as of last week
Sloppy screenshot
Have someone read definition of Newcomer
Look at your school site→ what do you notice?
9:17-9:22
Keep in mind will be sharing with others……
9:22-9:26
Here is a strategy you might have seen in your work in classrooms.
Model/role play first
9:26-9:30
Idea of whole child….
Keeping in mind students are more than ….
Come with experiences, emotion, things happening at home
9:30-9:35
Each child is an individual, and may look different in how they react and respond in the school environment.
Think about a student that you work with, and some of the “unexpected” behaviors
What could they be communicating? We’re not going to share out, but hold this information close to you, and try and understand…
9:35-9:40
Give a minute to read….
MODEL sentence frame and how it should be used….
9:40-9:55 (including introducing routine, modeling, transitioning, activity and share out.)
Strategy: GALLERY WALK, Me model how to do it
PRINT: https://docs.google.com/document/d/1RGux2j0Dggy3miBQbAB2YANXcwQObGXaXVAbl_VzLvk/edit
When done→ ask why was this important to know this? Some of our students/staff might feel very isolated when so few educators at the school site know about their language/culture.
9:55-9:57
My Turn Your Turn w/TPR
9:57-10:00
Remembering that every student is an individual, and some students may take longer, shorter, have personalities/skills that make assessing what they know difficult
10:00-10:10 : Menlo will do inner/outer circle instead
Strategy —-MODEL/role play
When done: REMIND group that just used these strategies Lines of Comm, Sent frames, Visuals)
10:00-10:10 : Menlo will do inner/outer circle
Strategy —-MODEL/role play
When done: REMIND group that just used these strategies Lines of Comm, Sent frames, Visuals)
10:10-10:21
10:21-10:22
10:22-10:25
Read aloud—and have time to process what this means. CENTERING whole child/student
Importance of understanding and know the students you work with→ reference gallery walk
Around 10:40-10:50
Why is this strategy valuable
10:50-10:52
Why can this strategy be useful?
10:52-10:55
10:55-10:58
10:58-11:02
11:02-11:05
11:05-11:07
11:05-11:07
11:07-11:10
11:10-11:20
11:20-11:30am
Paper Copy: https://docs.google.com/presentation/d/14yX1Gs6B9A7PLNzosxGLFzJI676p2Kn2FcJCZoNu080/edit#slide=id.p
Google Form: https://docs.google.com/forms/d/e/1FAIpQLSddM7tq2_MHOuocaJe20kO7-tG8uyLuV0X1Fk55JadlIV3wgg/viewform
11:20-11:30am
Paper Copy: https://docs.google.com/presentation/d/14yX1Gs6B9A7PLNzosxGLFzJI676p2Kn2FcJCZoNu080/edit#slide=id.p
Google Form: https://docs.google.com/forms/d/e/1FAIpQLSddM7tq2_MHOuocaJe20kO7-tG8uyLuV0X1Fk55JadlIV3wgg/viewform