This document provides definitions and explanations of key terms related to English language learning (ELL). It defines acronyms like TESL, ELL, LEP, ESL, ESOL, TBE, and SEI. It also explains educational approaches and programs for ELL students like transitional bilingual education, two-way immersion, and structured English immersion. Finally, it defines important linguistic concepts like L1, L2, and discusses the Massachusetts English Language Assessment.
This document provides the curriculum guide for teaching English to grade 9 students in the Philippines. It outlines the philosophy, principles, needs of learners, outcomes, and conceptual framework for the curriculum. The philosophy states that language is central to intellectual, social and emotional development. The principles discuss language acquisition theories and the importance of an integrated, learner-centered approach. The needs of Generation Z learners are described as being highly technology-savvy but having reduced attention spans. The outcomes aim to develop communicative competence and multiliteracies. The conceptual framework provides guidance on teaching language through principles like spiral progression and contextualization.
This document presents the K-12 English curriculum guide from the Department of Education of the Philippines. It outlines the philosophy, rationale, and guiding principles of the English language curriculum. The curriculum is designed to develop students' language proficiency and literacy through a focus on both meaning and accuracy. It recognizes the importance of building on students' existing language skills and acknowledges the needs of today's digital native students who rely heavily on technology for communication.
This document provides the K-12 curriculum guide for English in the Philippines. It outlines the philosophy, principles, needs of learners, outcomes, and conceptual framework for teaching English. The philosophy states that language is central to intellectual, social and emotional development. Key principles include the interrelatedness of languages and that acquisition in one language benefits others. The needs of today's learners, referred to as Generation Z, are that they are immersed in technology but may have reduced attention spans. Desired outcomes include communicative competence, multiliteracies, and preparing graduates to communicate effectively and participate in civic life. The conceptual framework explains that language is best learned through interaction, integration of skills, being learner-centered, contextualization, and
This document provides the K-12 English curriculum guide for the Philippines' Department of Education. It outlines the philosophy, principles, outcomes and conceptual framework for teaching English. The goals are to develop students' communicative competence and multiliteracies. It also discusses the needs of Generation Z learners who are growing up with advanced technology. The curriculum is designed based on principles of spiral progression, interaction, integration, learner-centeredness, contextualization and construction. It aims to develop students' understanding of cultures, language skills and strategies through an integrated approach to listening, speaking, reading, writing and thinking.
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- Time allotment is 100 minutes for grades 1-3 and 80 minutes for grades 4-6, to develop foundational skills early on.
- Expectations increase each year for listening comprehension, oral expression, reading fluency and independence, and
This document outlines the K to 12 curriculum guide for English in the Philippines from Grade 1 to Grade 10. It provides the content and performance standards as well as competencies for oral language, phonics and word recognition, grammar, vocabulary development, and listening comprehension for Grades 1 through 3 and Grades 7 through 10. The document focuses on developing learners' English language skills including oral communication, reading, writing, and listening comprehension through attaining specific competencies by grade level.
This document provides the curriculum guide for teaching English to grade 9 students in the Philippines. It outlines the philosophy, principles, needs of learners, outcomes, and conceptual framework for the curriculum. The philosophy states that language is central to intellectual, social and emotional development. The principles discuss language acquisition theories and the importance of an integrated, learner-centered approach. The needs of Generation Z learners are described as being highly technology-savvy but having reduced attention spans. The outcomes aim to develop communicative competence and multiliteracies. The conceptual framework provides guidance on teaching language through principles like spiral progression and contextualization.
This document presents the K-12 English curriculum guide from the Department of Education of the Philippines. It outlines the philosophy, rationale, and guiding principles of the English language curriculum. The curriculum is designed to develop students' language proficiency and literacy through a focus on both meaning and accuracy. It recognizes the importance of building on students' existing language skills and acknowledges the needs of today's digital native students who rely heavily on technology for communication.
This document provides the K-12 curriculum guide for English in the Philippines. It outlines the philosophy, principles, needs of learners, outcomes, and conceptual framework for teaching English. The philosophy states that language is central to intellectual, social and emotional development. Key principles include the interrelatedness of languages and that acquisition in one language benefits others. The needs of today's learners, referred to as Generation Z, are that they are immersed in technology but may have reduced attention spans. Desired outcomes include communicative competence, multiliteracies, and preparing graduates to communicate effectively and participate in civic life. The conceptual framework explains that language is best learned through interaction, integration of skills, being learner-centered, contextualization, and
This document provides the K-12 English curriculum guide for the Philippines' Department of Education. It outlines the philosophy, principles, outcomes and conceptual framework for teaching English. The goals are to develop students' communicative competence and multiliteracies. It also discusses the needs of Generation Z learners who are growing up with advanced technology. The curriculum is designed based on principles of spiral progression, interaction, integration, learner-centeredness, contextualization and construction. It aims to develop students' understanding of cultures, language skills and strategies through an integrated approach to listening, speaking, reading, writing and thinking.
This document outlines the Philippine Elementary Learning Competencies (PELC) for English in grades 1-6. It describes the focus areas of listening, speaking, reading, and writing for each grade level. Key points include:
- English aims to develop competence in communication through listening, speaking, reading, and writing.
- Grade 1 focuses on developing basic literacy skills like letter recognition and sight words. Grade 3 is a threshold for reading fluency.
- Time allotment is 100 minutes for grades 1-3 and 80 minutes for grades 4-6, to develop foundational skills early on.
- Expectations increase each year for listening comprehension, oral expression, reading fluency and independence, and
This document outlines the K to 12 curriculum guide for English in the Philippines from Grade 1 to Grade 10. It provides the content and performance standards as well as competencies for oral language, phonics and word recognition, grammar, vocabulary development, and listening comprehension for Grades 1 through 3 and Grades 7 through 10. The document focuses on developing learners' English language skills including oral communication, reading, writing, and listening comprehension through attaining specific competencies by grade level.
This document contains a weekly lesson plan for an Alternative Learning System on the topic of self-awareness and developing one's potential. The plan includes 3 objectives related to understanding concepts of self, identifying personal strengths and interests, and choosing appropriate careers. It lists learning competencies, references, and resources including motivational activities, lessons, and assessments. The plan involves students in self-reflection activities, role plays, worksheets, and discussions to help them learn about themselves and how to apply that knowledge.
English k to 12 curriculum guide grades 1 to 3, 7 to 10Whiteboard Marker
This document provides the K to 12 curriculum guide for English in the Philippines. It outlines the content and performance standards as well as competencies for oral language, phonics and word recognition, grammar, vocabulary development, and listening comprehension from Grades 1 to 3 and Grades 7 to 10. The guide focuses on developing learners' understanding and use of English in both oral and written communication. It emphasizes acquiring vocabulary, comprehending texts listened to, and correctly applying grammatical rules.
This document provides the K-12 English curriculum guide for the Philippines Department of Education. It outlines the philosophy, principles, context and outcomes of the English language curriculum. The curriculum is designed to develop students' communicative competence and functional literacy through a focus on meaning, accuracy and the conventions of English. It acknowledges that today's students are digital natives who are highly influenced by technology and need skills to analyze complex information. The ultimate goal is for students to effectively apply English language skills in interacting with others, understanding other subjects, and preparing for their future careers.
The document provides an overview of the K-12 English curriculum guide in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, conceptual framework, and assessment approach. The curriculum is designed to develop students' communicative competence and multiliteracies through an integrated approach focused on interaction, construction of meaning, and learner-centeredness. It emphasizes developing understanding of language, culture, and effective language use strategies. Assessment is designed to evaluate students' actual language performance in a holistic and developmental manner.
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.
The document discusses the importance of teaching academic language to English language learners. It defines academic language as the language used in the classroom, textbooks, and assessments. Students who master academic language are more likely to be successful in school and their careers. The document provides examples of how a student's writing improved after receiving instruction in academic language and discusses strategies for teaching vocabulary, grammar structures, and other components of academic language.
This document discusses Sheltered Instruction Observation Protocol (SIOP), an instructional model that helps English Language Learners (ELLs) learn content material despite not having mastered English. It explains the eight components of a SIOP lesson and provides examples of differentiating instruction for ELLs at different language proficiency levels, from beginning to reaching, based on their ability to understand and communicate in English. The examples illustrate how to build background knowledge and provide comprehensible input for ELLs at each level in a sample SIOP writing lesson about the Reconstruction Era.
Difference between social language and academic languageAneri Thakar
The document summarizes the key differences between social language and academic language. Social language is informal and used in everyday communication like conversations with friends. It can include slang, repetition of words, and sentences starting with "and" or "but." Academic language, on the other hand, is formal language used in classrooms, textbooks, and assessments. It features more sophisticated vocabulary, sentences starting with transition words, and no slang. The document was submitted to the English department of M.K.B University of Bhavnagar as part of a class.
This document provides a review of Module 3 of the CTEL exam, which covers the topics of culture and inclusion. It includes 8 domains related to understanding culture and its relationship to academic achievement, as well as culturally inclusive instruction and curriculum. For each domain, it provides sample multiple choice questions testing knowledge of that domain, along with the correct answer and an explanation.
The document is a curriculum guide for teaching Mother Tongue (the local or native language) to students in Grade 1 in the Philippines. It outlines the overall goal of developing literate and well-rounded students. It describes desired learning outcomes including knowledge, skills, values, critical thinking and contribution to society. The core standard is using one's Mother Tongue appropriately in various contexts. Key standards for Grades K-3 are also outlined. Specific grade 1 standards cover oral language, phonological skills, and book and print knowledge. Competencies under each standard describe what students should be able to do, such as talk about pictures, retell stories, recognize rhyming words, and understand book conventions.
This document outlines content and performance standards for grade 7 English organized by quarter. The standards cover listening comprehension, oral language, reading comprehension, and writing. For listening comprehension, standards focus on determining meaning from verbal and non-verbal cues. Oral language standards include speaking with proper stress, intonation, and pacing. Reading comprehension standards involve understanding texts of increasing complexity. Writing standards emphasize organizing ideas coherently in different text types. The performance standards describe levels of independence for demonstrating the content standards.
This document provides the curriculum guide for English 8 for the first three quarters. It outlines the program, grade level, content and performance standards for each quarter. The standards cover key areas like listening comprehension, oral fluency, vocabulary, reading comprehension, literature, viewing comprehension, writing, grammar and study strategies. For each standard, it provides learning competencies and examples of how students can demonstrate their understanding. It also lists specific skills and strategies students should develop for each standard by quarter.
This document summarizes a study on error analysis of highly motivated students in target language speaking and writing at the secondary level. The study aims to identify whether native language transfer is a major cause of errors in the target language of English. Samples of written assignments from 60 students in their first and second academic years were collected on topics and analyzed for errors. The study found that errors in writing mainly occurred due to interference from the native language, overgeneralization of rules, and faulty teaching materials. Errors in speaking were often due to the influence of the native language's phonology. To reduce errors, a direct teaching method ignoring the native language is recommended, along with awareness among teachers and students of factors influencing foreign language learning.
DepED K to 12 English Grade 7 Curriculum Guide (CG) --> 1-10-2014Chuckry Maunes
This document provides a summary of the K to 12 English curriculum in the Philippines. It discusses the philosophy, guiding principles, outcomes and conceptual framework of the curriculum. The curriculum aims to develop students' communicative competence and multiliteracy skills. It is designed based on principles such as spiral progression, interaction, integration and contextualization. The curriculum teaches students to understand language, cultures and apply language skills and strategies to interpret and construct meaning. It prepares students for a globalized world through enhancing their critical thinking, literacy and ability to communicate in English.
This document outlines the goals and standards for teaching English in the K to 12 curriculum in the Philippines. The main goals are developing students' communicative competence and ability to understand multimedia literacies. It describes the learning area standards, key stage standards for different grade levels, and identifies the core processes and skills taught, including listening, speaking, reading, writing, responding and representing. The standards are designed to improve students' English communication skills and prepare them for life as global citizens.
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.
Scope and sequence of the language subjectsjanehbasto
This document outlines the scope and sequence of subjects for elementary and secondary English language instruction. It provides details on the goals and expectations for listening, speaking, reading, and writing at each grade level. It also outlines the core topics to be covered each quarter for the four years of secondary English, focusing on themes like learning, relationships, quality, and education for life, justice, and global citizenship. The output expected for each quarter is also specified, such as autobiographies, debates, research papers, and other projects.
The document is the K to 12 English Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the philosophy, guiding principles, and context for the English curriculum for grades 1 through 10. The philosophy states that language is central to intellectual, social, and emotional development. The principles indicate that language acquisition is an active lifelong process and that learning requires making meaning. It also notes that learners develop language skills through engaging with varied texts and activities involving viewing, listening, speaking, reading and writing. The context section describes the characteristics of Generation Z, born between 1994-2004, who are digital natives highly dependent on technology and social media with short attention spans.
The document discusses the importance of vocabulary in language learning. It defines vocabulary as including both individual words and multi-word phrases or chunks that convey meaning. Vocabulary is central to communication as it is needed to understand and express ideas. The document outlines three main aspects of vocabulary knowledge: form, meaning, and use. It provides a table showing the 18 different types of knowledge involved in fully knowing a word or phrase based on these three aspects. The document emphasizes building on students' strengths while also addressing weaknesses in their vocabulary knowledge.
This document discusses common difficulties teachers face in teaching English as a foreign language and provides potential solutions. It identifies issues such as spelling, homework completion, lack of student interest, disruptive behavior, pronunciation challenges, writing compositions, poor handwriting, and comprehension struggles. The document then explores solutions, including clearly explaining rules, incorporating repetition, using dictionaries, rewarding positive behavior, ensuring variety in lessons, and providing models and structured practice for developing skills like pronunciation and writing compositions. The overall goal is to help teachers address difficulties and improve student English learning outcomes.
1) There is no definitive answer about how students acquire a second language as many factors are involved in the process including emotional, physical, psychological, and sociological factors.
2) It can take ESL students 5-7 years to achieve the same levels of academic English proficiency as native speakers due to the complex skills required to comprehend textbooks and apply critical thinking.
3) Both the emotional and intellectual aspects of the student play important roles in second language acquisition and effective learning addresses both cognitive and affective needs.
The document discusses different approaches to using a student's mother tongue in an English language classroom. It argues that using the mother tongue can help students understand new concepts by relating them to what is already known. It also allows students to feel secure enough to ask questions and explain problems. However, there is a risk they will hear too little English. The document provides practical ideas for balancing mother tongue and English use, such as giving instructions in both languages or teaching classroom language phrases. The overall approach is to use English as much as possible while avoiding student confusion.
This document contains a weekly lesson plan for an Alternative Learning System on the topic of self-awareness and developing one's potential. The plan includes 3 objectives related to understanding concepts of self, identifying personal strengths and interests, and choosing appropriate careers. It lists learning competencies, references, and resources including motivational activities, lessons, and assessments. The plan involves students in self-reflection activities, role plays, worksheets, and discussions to help them learn about themselves and how to apply that knowledge.
English k to 12 curriculum guide grades 1 to 3, 7 to 10Whiteboard Marker
This document provides the K to 12 curriculum guide for English in the Philippines. It outlines the content and performance standards as well as competencies for oral language, phonics and word recognition, grammar, vocabulary development, and listening comprehension from Grades 1 to 3 and Grades 7 to 10. The guide focuses on developing learners' understanding and use of English in both oral and written communication. It emphasizes acquiring vocabulary, comprehending texts listened to, and correctly applying grammatical rules.
This document provides the K-12 English curriculum guide for the Philippines Department of Education. It outlines the philosophy, principles, context and outcomes of the English language curriculum. The curriculum is designed to develop students' communicative competence and functional literacy through a focus on meaning, accuracy and the conventions of English. It acknowledges that today's students are digital natives who are highly influenced by technology and need skills to analyze complex information. The ultimate goal is for students to effectively apply English language skills in interacting with others, understanding other subjects, and preparing for their future careers.
The document provides an overview of the K-12 English curriculum guide in the Philippines. It outlines the philosophy, guiding principles, needs of learners, outcomes, conceptual framework, and assessment approach. The curriculum is designed to develop students' communicative competence and multiliteracies through an integrated approach focused on interaction, construction of meaning, and learner-centeredness. It emphasizes developing understanding of language, culture, and effective language use strategies. Assessment is designed to evaluate students' actual language performance in a holistic and developmental manner.
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.
The document discusses the importance of teaching academic language to English language learners. It defines academic language as the language used in the classroom, textbooks, and assessments. Students who master academic language are more likely to be successful in school and their careers. The document provides examples of how a student's writing improved after receiving instruction in academic language and discusses strategies for teaching vocabulary, grammar structures, and other components of academic language.
This document discusses Sheltered Instruction Observation Protocol (SIOP), an instructional model that helps English Language Learners (ELLs) learn content material despite not having mastered English. It explains the eight components of a SIOP lesson and provides examples of differentiating instruction for ELLs at different language proficiency levels, from beginning to reaching, based on their ability to understand and communicate in English. The examples illustrate how to build background knowledge and provide comprehensible input for ELLs at each level in a sample SIOP writing lesson about the Reconstruction Era.
Difference between social language and academic languageAneri Thakar
The document summarizes the key differences between social language and academic language. Social language is informal and used in everyday communication like conversations with friends. It can include slang, repetition of words, and sentences starting with "and" or "but." Academic language, on the other hand, is formal language used in classrooms, textbooks, and assessments. It features more sophisticated vocabulary, sentences starting with transition words, and no slang. The document was submitted to the English department of M.K.B University of Bhavnagar as part of a class.
This document provides a review of Module 3 of the CTEL exam, which covers the topics of culture and inclusion. It includes 8 domains related to understanding culture and its relationship to academic achievement, as well as culturally inclusive instruction and curriculum. For each domain, it provides sample multiple choice questions testing knowledge of that domain, along with the correct answer and an explanation.
The document is a curriculum guide for teaching Mother Tongue (the local or native language) to students in Grade 1 in the Philippines. It outlines the overall goal of developing literate and well-rounded students. It describes desired learning outcomes including knowledge, skills, values, critical thinking and contribution to society. The core standard is using one's Mother Tongue appropriately in various contexts. Key standards for Grades K-3 are also outlined. Specific grade 1 standards cover oral language, phonological skills, and book and print knowledge. Competencies under each standard describe what students should be able to do, such as talk about pictures, retell stories, recognize rhyming words, and understand book conventions.
This document outlines content and performance standards for grade 7 English organized by quarter. The standards cover listening comprehension, oral language, reading comprehension, and writing. For listening comprehension, standards focus on determining meaning from verbal and non-verbal cues. Oral language standards include speaking with proper stress, intonation, and pacing. Reading comprehension standards involve understanding texts of increasing complexity. Writing standards emphasize organizing ideas coherently in different text types. The performance standards describe levels of independence for demonstrating the content standards.
This document provides the curriculum guide for English 8 for the first three quarters. It outlines the program, grade level, content and performance standards for each quarter. The standards cover key areas like listening comprehension, oral fluency, vocabulary, reading comprehension, literature, viewing comprehension, writing, grammar and study strategies. For each standard, it provides learning competencies and examples of how students can demonstrate their understanding. It also lists specific skills and strategies students should develop for each standard by quarter.
This document summarizes a study on error analysis of highly motivated students in target language speaking and writing at the secondary level. The study aims to identify whether native language transfer is a major cause of errors in the target language of English. Samples of written assignments from 60 students in their first and second academic years were collected on topics and analyzed for errors. The study found that errors in writing mainly occurred due to interference from the native language, overgeneralization of rules, and faulty teaching materials. Errors in speaking were often due to the influence of the native language's phonology. To reduce errors, a direct teaching method ignoring the native language is recommended, along with awareness among teachers and students of factors influencing foreign language learning.
DepED K to 12 English Grade 7 Curriculum Guide (CG) --> 1-10-2014Chuckry Maunes
This document provides a summary of the K to 12 English curriculum in the Philippines. It discusses the philosophy, guiding principles, outcomes and conceptual framework of the curriculum. The curriculum aims to develop students' communicative competence and multiliteracy skills. It is designed based on principles such as spiral progression, interaction, integration and contextualization. The curriculum teaches students to understand language, cultures and apply language skills and strategies to interpret and construct meaning. It prepares students for a globalized world through enhancing their critical thinking, literacy and ability to communicate in English.
This document outlines the goals and standards for teaching English in the K to 12 curriculum in the Philippines. The main goals are developing students' communicative competence and ability to understand multimedia literacies. It describes the learning area standards, key stage standards for different grade levels, and identifies the core processes and skills taught, including listening, speaking, reading, writing, responding and representing. The standards are designed to improve students' English communication skills and prepare them for life as global citizens.
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.
Scope and sequence of the language subjectsjanehbasto
This document outlines the scope and sequence of subjects for elementary and secondary English language instruction. It provides details on the goals and expectations for listening, speaking, reading, and writing at each grade level. It also outlines the core topics to be covered each quarter for the four years of secondary English, focusing on themes like learning, relationships, quality, and education for life, justice, and global citizenship. The output expected for each quarter is also specified, such as autobiographies, debates, research papers, and other projects.
The document is the K to 12 English Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the philosophy, guiding principles, and context for the English curriculum for grades 1 through 10. The philosophy states that language is central to intellectual, social, and emotional development. The principles indicate that language acquisition is an active lifelong process and that learning requires making meaning. It also notes that learners develop language skills through engaging with varied texts and activities involving viewing, listening, speaking, reading and writing. The context section describes the characteristics of Generation Z, born between 1994-2004, who are digital natives highly dependent on technology and social media with short attention spans.
The document discusses the importance of vocabulary in language learning. It defines vocabulary as including both individual words and multi-word phrases or chunks that convey meaning. Vocabulary is central to communication as it is needed to understand and express ideas. The document outlines three main aspects of vocabulary knowledge: form, meaning, and use. It provides a table showing the 18 different types of knowledge involved in fully knowing a word or phrase based on these three aspects. The document emphasizes building on students' strengths while also addressing weaknesses in their vocabulary knowledge.
This document discusses common difficulties teachers face in teaching English as a foreign language and provides potential solutions. It identifies issues such as spelling, homework completion, lack of student interest, disruptive behavior, pronunciation challenges, writing compositions, poor handwriting, and comprehension struggles. The document then explores solutions, including clearly explaining rules, incorporating repetition, using dictionaries, rewarding positive behavior, ensuring variety in lessons, and providing models and structured practice for developing skills like pronunciation and writing compositions. The overall goal is to help teachers address difficulties and improve student English learning outcomes.
1) There is no definitive answer about how students acquire a second language as many factors are involved in the process including emotional, physical, psychological, and sociological factors.
2) It can take ESL students 5-7 years to achieve the same levels of academic English proficiency as native speakers due to the complex skills required to comprehend textbooks and apply critical thinking.
3) Both the emotional and intellectual aspects of the student play important roles in second language acquisition and effective learning addresses both cognitive and affective needs.
The document discusses different approaches to using a student's mother tongue in an English language classroom. It argues that using the mother tongue can help students understand new concepts by relating them to what is already known. It also allows students to feel secure enough to ask questions and explain problems. However, there is a risk they will hear too little English. The document provides practical ideas for balancing mother tongue and English use, such as giving instructions in both languages or teaching classroom language phrases. The overall approach is to use English as much as possible while avoiding student confusion.
Week 3 slide show esl and the new teacher march upload 101 free learning to...LeTourneau University
The document discusses English as a Second Language (ESL) programs and instruction for students learning English. It explains that ESL students are typically taught English in a separate classroom by a teacher trained in teaching ESL. It also outlines the qualifications students must meet to be placed in an ESL program, such as failing an English proficiency assessment. Additionally, the document provides guidance on effective instructional strategies for ESL students, including using visuals, modeling, and focusing on reading comprehension rather than just pronunciation.
Academic Vocabulary and Reading Online for ELLsltoday
This document provides an agenda for a seminar on teaching academic vocabulary and reading to English language learners online. It discusses research supporting direct vocabulary instruction and the importance of repetition, rich contexts, and active engagement. It also outlines how the Spotlight on English program aligns with this research-based approach and key accountability requirements in New York like state standards and assessments.
This document discusses best practices for teaching English as a second language (ESL) students. It outlines several key principles: the students' first language plays an essential role in acquiring a second language; educational programs should include what students bring with them culturally; and learning a new language is a long and difficult process that students do not all accomplish in the same way or same pace. It also notes that language develops best when students can use it in a variety of settings through interactions with peers and teachers.
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.
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.
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.
Motivation, first language experiences, age of acquisition, access to the language, personality and learning styles, peers and role models, and quality of instruction are the main factors that influence second language acquisition according to the document. Both integrative and instrumental motivation contribute to successful development of English proficiency. While first language can impact learning English, maintaining one's native language is important. Generally, those who learn English before puberty attain a native-like accent. Individual differences in learning styles and connections with peers and role models also impact second language acquisition. Teachers should foster meaningful interaction and collaboration to support English language development.
Position paper on language and literacy developmentRe Martins
This document provides recommendations for effective early literacy programs for young English language learners ages 3-8. It recommends that programs support students' native language development, recognize that English proficiency takes time, and use culturally and developmentally appropriate instruction and assessment. Effective programs incorporate students' background knowledge, use a balanced approach to literacy and content, and ensure teachers receive training to meet the needs of linguistically diverse learners. The goal is to build on students' foundation in their first language to support their acquisition of English literacy and academic success.
This document discusses effective early literacy instruction strategies for English language learners. It outlines key early literacy skills like alphabet knowledge and phonological awareness that ELL students need to acquire. Recommendations include supporting students' native language, providing balanced and meaningful literacy programs, and ensuring instruction is culturally appropriate. Classroom strategies presented focus on interactive storybook reading, games to identify letters, and connecting skills between a student's first and second language. Potential pitfalls for teachers to avoid are mismatched instruction, an imbalanced focus on skills, and a lack of ongoing professional development.
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.
2014 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 begins by identifying the most common EAL issues teachers encounter, such as different proficiency levels and linguistic backgrounds among EAL learners. It then suggests practical strategies like using peer support and teaching assistants, as well as emphasizing that EAL students may have strengths in areas like bilingualism. The document also aims to dispel common myths around EAL learners and language acquisition, noting that it can take 5-7 years to develop academic language proficiency.
The document discusses teaching English as a second language. It explains that as communities become more multicultural, teaching English must become a more important part of the curriculum. It also discusses different methodologies for teaching listening, speaking, reading and writing skills to English language learners from elementary through high school levels. These include developing basic interpersonal communication skills as well as cognitive academic language proficiency. Understanding theories of second language acquisition, such as Krashen's theory, is important for instructors to effectively teach English skills.
The document discusses the objectives, features, and components of the English curriculum for Grade 5 in the Philippines. It aims to develop students' communicative competence, understanding of language concepts, and appreciation for English. The curriculum is learner-centered, integrative, and focuses on developing 21st century skills. It teaches language domains like reading, writing, and vocabulary through spiralling content across grade levels based on learning standards defining what students should know and be able to do.
The document calls for a new approach to developing English fluency in teachers who teach English as a second language. It argues that teachers need specific English language skills and knowledge related to teaching, not just general fluency. A proposed solution is a "Teaching English in English" course that teaches the classroom-related English vocabulary, expressions, and language teachers need to effectively teach in English. The course would provide situated practice opportunities for teachers to learn and demonstrate their English teaching skills.
This document provides an overview of best practices for teaching English learners. It discusses 5 targets of a workshop on English language development, including foundational concepts, universal access through differentiated instruction, research findings, vocabulary strategies, and scaffolding content. Key terms are defined, such as EL, ELD, BICS, CALP. Research findings emphasize the benefits of bilingual education, strong home language skills, and interactive instruction. Effective strategies for teaching vocabulary and scaffolding content include using visuals, KWL charts, think-pair-share, and summarization. Overall, the document stresses the importance of differentiated instruction and scaffolding to provide English learners with universal access to content.
Here are some key resources on teaching English language learners:
- Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not—say. American
Educator, 32(2), 8-23, 42-44.
- Harper, C., & de Jong, E. (2009). English language teacher expertise: The elephant in the room. Language and
Education, 23(2), 137-151.
- Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice
teacher education. Theory Into Practice, 52(2), 98-109.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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Answers about how you can do more with Walmart!"
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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.
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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.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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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.
1. TESL
ELL English Language Learning
LEP Limited English Proficient This term denotes English
language learners where English
is the L2
A student who is not fully English
proficient, speaks a language
other than English at home, and
does not demonstrate English
language skills of
comprehension, speaking,
reading, and writing at a level that
would place him/her in a
mainstream, English only class
setting.
ESL English as a Second Language English learned in an
environment where English is the
predominant language of
communication.
ESOL
English for Speakers of Other
Languages
This term is more recent and is
intended to be a more inclusive
term (includes ESL and EFL).
TBE TBE Transitional Bilingual
Education
Transitional Bilingual Education is
an educational theory that states
that children can most easily
acquire fluency in a second
language by first acquiring fluency
in their native language. Fluency is
defined as linguistic fluency (e.g.
speaking) as well as literacy (e.g.
reading and writing).
The goal of transitional bilingual
education is to help transition a
student into an English-only
classroom as quickly as possible.
A bilingual teacher instructs
children in subjects such as
math, science, and social studies
in their native language, so that
once the transition is made to an
English-only classroom, the
student has the knowledge
necessary to compete with his
peers in all other subject areas.
The length of time a student is
taught English while learning
other subjects in their first
language is typically three years.
Research has shown that many
of the skills learned in the native
language can be transferred
easily to the second language
later.
2. TWO-WAY Two-way immersion program
(TWI)
Dual language programs that
have the same goal as one-way
immersion, i.e., developing
bilingualism and biliteracy, but
bring together native speakers of
the non-English language and
native English speakers to serve
as mutual language models.
L1
Language 1 First Language, mother tongue;
language used first and most
often by a speaker.
L2
Language 2 Second Language; any language
learned after the mother tongue;
could become dominant
language.
SEI
“Structured English Immersion” It refers to an endorsement
required by the state of Arizona
(under state laws A.R.S. 15-751 -
A.R.S. 15-756) for public school
educators. SEI training is
designed to improve the
academic success of limited
English proficient (LEP) students.
See links on the right for
additional information.
NCLB No Child Left Venid
ELPBO
English Language Proficiency
Benchmarks and Outcomes for
ELLS
MEP Multicultural Education Program
MELA-O
Massachusetts English Language
Assessment –Oral
MATSOL
Massachusetts association of
teachers of English to Speakers
of Other Languages
TESOL
Teachers of English to Speakers of
Other Languages. This is a
national and professional
association.
3. Six H’s
1. Hobby 2. Habit 3. Hope
4. Holiday 5. Hero/Heroine 6. History
4. Cultural Diversity Profile
Directions: For each item choose the value that comes closest to describing your own
personal values. Record ‘a’ or ‘b’ in the box to the left of the item.
1 a. Hard work will accomplish any objective.
1 b. Wisdom, luck, and fate are basic to success.
2 a. Communication should be frank and direct.
2 b. Communication should be polite and indirect.
3 a. Commitments should be honored.
3 b. Commitments signify intention, and may be superseded by a conflicting
request or need.
4 a. Time should be effectively and efficiently used.
4 b. Schedules should be viewed in relationship to other priorities.
5 a. An individual’s work tells a lot about him/her.
5 b. Individual identity isn’t defined by work or accomplishments
6 a. Success is earned by ability, experience, and hard work.
6 b. Family ties and friendships determine mobility.
7 a. Teachers should consult with parents, who can contribute useful information.
7 b. Decisions should be made by those in authority and other need not be
consulted.
8 a. Competition stimulates high performance.
8 b. Competition leads to disharmony.
9 a. One should do whatever is necessary to get the job done.
9 b Some work may be below one’s dignity or rank.
10 a. Change is healthy.
10 b. Traditions should be preserved by observing rituals and customs from the
past.
11 a. Both persons and systems should be evaluated.
11 b. Personal evaluations should never be negative because they might cause a
“loss of face”.
12 a. Helping a fellow student on a test is cheating.
12 b. One should help friends with school work, even tests.
13 a. Present success and satisfaction are important.
13 b. Materialism isn’t important; spirituality is.
14 a. Students should be self directed and take initiative in their studies.
14 b. Students should wait for directions from the teacher.
15 a. An individual should do everything possible to achieve his/her goals and
aspirations.
15 b. The group is more important that the individual.
Total number of “a’s”_______________________________
Total number of ”b’s”_______________________________
Source: Center for Applied Linguistics. Enriching Content Classes for Secondary ESOL
Students.
5. Cross Cultural Communications Inventory
Directions: This is a learning activity which will help you gain a better understanding
about important cross-cultural communication principles. Read each of the statements
below carefully. Decide whether the statement is true (T) or false (F). Indicate your
decision by placing a mark in the appropriate column to the right of each statement.
T F
1. Failure or inability of members of one culture to understand members of { } { }
another often results in problems like anxiety, disorientation,
depression, and sleep disorders.
2. In order to improve communication among different cultures it is helpful { } {
}
to first interpret other cultural situations according to the values of one’s
own culture.
3. As a general rule, a strong foreign accent indicates that the speaker does { } { }
not have a good understanding of English grammar and vocabulary.
4. Because people of all culture share common human traits, non-verbal { } { }
communication like gestures and facial expressions mean the same thing
all over the world.
5. About 65% of a message’s meaning is conveyed through non-verbal { } { }
behavior.
6. Much of the meaning and understanding is communicated via the context { } {
}
of the message in North American culture.
7. Appearance is an important non-verbal communication attribute because { } { }
it gives information about a person’s age, gender, race, culture, and
profession.
8. A potential barrier to cross-cultural communication is the physical { } { }
distance between speaker and the receiver.
9. Thought patterns, forms of reasoning and logic are universal human { } { }
behaviors which occur the same way among all cultures.
10. A smiling, nodding response to a teacher’s instructions always indicates { } { }
understanding.
11. All cultures tend to view the use of time the same way. { } { }
12. Sign language that is used by the deaf is considered to be verbal { } { }
6. communication.
13. Attitudes, the social organization of cultures and roles in society affect
{ } { }
relationships among people of different cultures but not communication
between them.
14. In order to minimize cross-cultural misunderstandings, teacher should { } { }
emphasize the need for culturally diverse students to adopt “mainstream”
American values and norms.
15. Foreign language skills are essential in order to work effectively with { } { }
people of other culture.
16. In order to obtain feedback from a student of another culture a teacher
{ } { }
should always ask precise, direct questions.
17. The more groups differ in culture the greater the possibility of { } { }
communication difficulties between them.
LEVELS OF ACCOMPLISHMENT
7. (SCORING RUBRIC FOR ISSUES AND STRATEGIES IN READING AND LITERACY INSTRUCTION)
LEVEL IV - ACCOMPLISHED WORK
Accomplished work meets the standard expected of students at the
graduate level. The work can be described as sophisticated and complex;
furthermore, it demonstrates these attributes consistently across all
assignments and required course activities. In examining the tasks
completed by students whose work is accomplished, one could conclude
that they are highly motivated self-starters who take charge of their
learning and participate actively as members of classroom learning
communities.
LEVEL III - PROFICIENT WORK
Proficient work is work that with some additional attention and revision
on the part of the student could easily meet the standard for graduate
students. Proficient work can be described as competent and confident.
The work suggests students who are on-task, responsible, and
independent.
LEVEL II - DEVELOPING WORK
Developing work indicates that the student who produced it needs
substantial instruction before he or she could meet the standard. Work at
this level is uneven, sometimes exhibiting trends toward competence but
also showing signs of fragmentation. A student operating at this level
makes attempts to complete the work asked of them, but they do not
always initiate activities on their own. They typically depend upon
professors for support in beginning and completing tasks.
LEVEL I - EMERGING WORK
Emerging work indicates that the student who produced it is just
beginning to engage in the intellectual processes required of graduate
students; the question of what it would take to meet the standard is not
appropriate in developing instructional plans. The work indicates that
they are beginning to show mastery of the rudiments of the process. They
need considerable support from the course instructor to complete even
the most basic of tasks.
EXCEEDS THE STANDARD
Occasionally graduate students will submit work that exceeds the
standard defined in Level 4, Accomplished Work. The test for exceeding
the standard is both impressionistic (one’s initial reaction is WOW!) and
analytic (the entries consistently portray a level of performance that
exceeds level 4 descriptions; it is truly outstanding work)
INTEGRATED EFFORT
8. SEMANTICS, CONTENT SPECIFIC, GRAMMATICAL STRUCTURE
100/90 Clearly developed
ideas; elaborate
supporting details;
absolute knowledge
of the subject ;ably
developed theme
Sophisticated
sentence structure;
logical organization
with smooth
transitions; ideas
clearly presented
Vocabulary varied;
professional use of
key terms; varied
syntax; sentence
structure sound
Mechanical errors
are few or minor;
spelling,
punctuation,
grammar
89/80 Well developed
ideas; writing is
competent;
relevant details;
sound knowledge
of subject
Controlled,
organized, and
focused, though not
highly sophisticated
Uses language
effectively; varied
sentence structure;
verb tenses
accurate
No intrusive
mechanical
errors; spelling,
punctuation,
grammar
79/75 Writing sample is
functional; some
supporting details;
acceptable
knowledge of
subject
Fairly well focused;
logical; transitions
evident
Sufficient
communication of
ideas; minimal
professional
vocabulary
Few mechanical
errors; spelling,
punctuation,
grammar
74/70 Response
minimally
appropriate to the
assignment; few
supporting details;
minimal knowledge
of subject matter
Organization is
formulaic;
expression
simplistic; yet
meaning is not
totally obscured
Somewhat focused;
inconclusive;
vague transitions
Mechanical errors
can include;
spelling,
punctuation,
grammar
(including subject-
verb agreement)
69/60 Underdeveloped
ideas; no
supporting details;
little knowledge of
subject
Thoughts wander;
poorly sequenced;
weak structure
Simple vocabulary;
use of clichés and
slang; incorrect
word choice
Numerous
mechanical
errors; spelling,
punctuation,
grammar
-60 Lacks content;
conveys little
meaning; no
supporting details;
inaccurate
knowledge of
subject
No sequencing; not
a logical
development; poor
transitions; no
culmination
Improper use of
terms; use of
clichés and slang;
incorrect word
choice
Conveys little
meaning due to
mechanical
errors; spelling,
punctuation,
grammar