This PPT will help us to know more about the comparison between young learners and adult learners. This PPT is created by Dwi Anggraeni, Maulida Swastuti, and Uun Kumala Sari.
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.
Week 1Hi my name is Gloria, I am sixty three years old, and I pl.docxmelbruce90096
Week 1
Hi my name is Gloria, I am sixty three years old, and I plan to graduate in October of 2016 with a Bachelor degree in Organization Manager. I have taken my entire course for my degree I am working on my elective course so I decided to take a minor in child hood development. I thought that it would be a good course since I have work with children all my life, raising ten children and only three from nature birth. I now work with Garland independent school district and come in contact with children every day. I community with people through knowledge, everyone come to me for advice, I listen to everyone problem and try to give the best advice possible and if I don’t have the answer we try to investigate and come up with the right one. I love helping people in any way that I could, planning on retiring from my job that I have been on for seventeen years with the school. After I retire if I have to go back to work I am leaning toward benign school counselor or an adviser working with children. That is if God allow me to do it.
Week 1 pt. 2
In the early childhood classroom, silence is not golden. Spoken words are opportunities for learning that should take place throughout the day - especially during conversations between children and between teachers and children.
Human language is a remarkable way to communicate. No other form of communication in the natural world transfers so much information in such a short period of time. It is even more remarkable that in three short years a child can hear, mimic, explore, practice, and finally, learn language.
Language learningthere is no genetic code that leads a child to speak English or Spanish or Japanese. Language is learned. We are born with the capacity to make 40 sounds and our genetics allows our brain to make associations between sounds and objects, actions, or ideas. The combination of these capabilities allows the creation of language. Sounds come to have meaning. The babbling sound "ma - ma - ma" of the infant becomes mama, and then mother. In the first years of life children listen, practice, and learn. The amusing sounds of a young toddler practicing language (in seemingly meaningless chatter) are really their modeling of the rhythm, tone, volume, and non-verbal expressions they see in us.
Language -with all of its magnificent complexity- is one of the greatest gifts we give our children. Yet, we so often treat our verbal communication with children in a casual way. It is a misconception that children learn language passively. Language acquisition is a product of active, repetitive, and complex learning. The child's brain is learning and changing more during language acquisition in the first six years of life than during any other cognitive ability he is working to acquire. How much easier this learning process can be for children when adults are active participants!
Adult’s help children learn language primarily by talking with them. It happen when a mother coos and ba.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This PPT will help us to know more about the comparison between young learners and adult learners. This PPT is created by Dwi Anggraeni, Maulida Swastuti, and Uun Kumala Sari.
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.
Week 1Hi my name is Gloria, I am sixty three years old, and I pl.docxmelbruce90096
Week 1
Hi my name is Gloria, I am sixty three years old, and I plan to graduate in October of 2016 with a Bachelor degree in Organization Manager. I have taken my entire course for my degree I am working on my elective course so I decided to take a minor in child hood development. I thought that it would be a good course since I have work with children all my life, raising ten children and only three from nature birth. I now work with Garland independent school district and come in contact with children every day. I community with people through knowledge, everyone come to me for advice, I listen to everyone problem and try to give the best advice possible and if I don’t have the answer we try to investigate and come up with the right one. I love helping people in any way that I could, planning on retiring from my job that I have been on for seventeen years with the school. After I retire if I have to go back to work I am leaning toward benign school counselor or an adviser working with children. That is if God allow me to do it.
Week 1 pt. 2
In the early childhood classroom, silence is not golden. Spoken words are opportunities for learning that should take place throughout the day - especially during conversations between children and between teachers and children.
Human language is a remarkable way to communicate. No other form of communication in the natural world transfers so much information in such a short period of time. It is even more remarkable that in three short years a child can hear, mimic, explore, practice, and finally, learn language.
Language learningthere is no genetic code that leads a child to speak English or Spanish or Japanese. Language is learned. We are born with the capacity to make 40 sounds and our genetics allows our brain to make associations between sounds and objects, actions, or ideas. The combination of these capabilities allows the creation of language. Sounds come to have meaning. The babbling sound "ma - ma - ma" of the infant becomes mama, and then mother. In the first years of life children listen, practice, and learn. The amusing sounds of a young toddler practicing language (in seemingly meaningless chatter) are really their modeling of the rhythm, tone, volume, and non-verbal expressions they see in us.
Language -with all of its magnificent complexity- is one of the greatest gifts we give our children. Yet, we so often treat our verbal communication with children in a casual way. It is a misconception that children learn language passively. Language acquisition is a product of active, repetitive, and complex learning. The child's brain is learning and changing more during language acquisition in the first six years of life than during any other cognitive ability he is working to acquire. How much easier this learning process can be for children when adults are active participants!
Adult’s help children learn language primarily by talking with them. It happen when a mother coos and ba.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. TEACHING ENGLISH TO YOUNG LEARNERS
By:
Sri Supiah Cahyati, M.Pd.
Sekolah Tinggi Keguruan & Ilmu Kependidikan
(STKIP Siliwangi) Bandung
2. Characteristics of Young Language Learners:
Younger learners:
• Children are at pre-school/in the first couple of years of
schooling.
• Generally they have a holistic approach to language, which
means that they understand meaningful messages but
cannot analyze language yet.
• They have lower levels of awareness about themselves as
language learners as well as about process of learning.
• They have limited reading & writing skills even in their
first language.
• Generally, they are more concerned about themselves than
others.
• They have a limited knowledge about the world.
• They enjoy fantasy, imagination, & movement.
3. Older learners:
• These children are well established at school &
comfortable with school routines.
• They show a growing interest in analytical approaches,
which means that they begin to take an interest in
language as an abstract system.
• They show a growing & their learning.
• They have well developed skills as readers & writers.
• They have a growing awareness of others & their
viewpoints.
• They have a growing awareness about the world around
us.
• They begin to show interest in real life issues.
4.
5.
6.
7.
8.
9.
10. Skills should be taught first in TEYL:
As in mother tongue learning, English should start
with an emphasis on listening & then speaking
because children often cannot read & write at all
yet.
• listening should precede speaking
(communicative skills should be the aim of the
good language classroom).
• reading and then writing will emerge when
the language learner is ready and should not
be forced.
• comprehension of language should
precede production.
11.
12.
13.
14.
15. 3. Jerome Bruner called is as Scaffolding: helping
children to learn by offering systematic support.
16.
17.
18.
19.
20. 8. Krashen & Terrell: the Input Hipothesis
Spoken fluency in second language is not taught
directly. Rather the ability to speak fluently and easily
in a second language emerges by itself, after a
sufficient amount of competence has been acquired
through input.
We acquire (not learn) language by understanding
input that is a little beyond our current level of
(acquired) competence. Listening comprehension and
reading are the primary importance in the language
program, and the ability to speak (or write) fluently in
a second language will come on its own with time.
Speaking ability "emerges" after the acquirer has built
up competence through comprehending input.
21. The major points on the Input Hypothesis are:
• it relates to acquisition, not to learning;
• we acquire by understanding language a bit
beyond our current level of competence. This is
done with the help of context;
• spoken fluency emerges gradually and is not
taught directly;
• when caretakers talk to acquirers so that the
acquirers understand the message, input
automatically contains "i+1", the grammatical
structures the acquirer is "ready" to acquire.
22. The implications for classroom practice:
- whatever helps comprehension is important;
- vocabulary is important. With more vocabulary,
there will be more comprehension, and there will be
more acquisition.
- in giving input, in talking to students, the teacher
needs to be concerned primarily with whether the
students understand the message.
23. A natural approach is required in language
teaching. Its main tenets are as follows:
communicative skills should be the aim of the
good language classroom; comprehension of
language should precede production
(listening should precede speaking); speaking
and then writing will emerge when the language
learner is ready and should not be forced.
24. 9. John Dewey:
Education should be child centered.
Education must be both active & interactive.
Education must involve the social world of the child
and the community.
Implication:
• Plan purposeful curriculum.
• Make sense of the world for children.
• ‘It’s fun’ is not enough.
25. 10. Maria Montessori:
Children learn language and other significant life
skills, without conscious effort, from the
environments where they spend their time.
Children learn best through sensory experiences, by
doing & through repetition.
Children are capable of great concentration when
they are surrounded by many interesting things to do
& given the time and freedom to do them.
Children need more physical activity.
26. 11. Erik Erikson:
How children develop the foundation for emotional &
social development & mental health.
Consider individual differences.
Focus curriculum on real things.
Stages of Psychosocial Development (“Eight Ages
of Man”); theory of emotional development,
which covers the life spans of human beings.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36. A Lesson Plan of TEYL:
Child-centered Learning:
Noticing
Wanting
Challenging/taking a risk
Playing/experimenting
Succeeding
Linking/Internalization
37. A child-centered lesson
Teacher –centered;
- We can plan a lesson carefully
- We can use time effectively
- We can teach clearly and logically
- The children behave well and do not
chat so much.
38. Child-centered:
- The children enjoy themselves
- They learn naturally and actively
- They are spontaneous
- Their eyes shine brightly
39. What can go wrong?
We do not give the children space to
notice
They do what we want them to do
They do not try for themselves
They do not experiment enough
They are unsuccessful
They do not make links
43. Classroom Language
1. Pre-activities:
Greetings:
Good morning, students / Good afternoon,
everybody.
Register:
Who is absent today? / Who isn’t here today? /
What’s the matter with ... today? / Why were you
absent last ...?
44. 2. Whilst-activity:
a. Waiting to start:
I’m waiting for you tobe quiet / We won’t start
until everyone is quiet / Stop talking & be quiet.
b. Time to begin:
Let’ s begin our lesson now / Is everybody ready
to start? / Open your book at page...
c. Late:
Where have you been? / Did you oversleep?
d. Check Ss’ understanding :
Is there any questions? / Do you understand? /
Do you get it? / Are you with me?
45. 2. Post-activity:
a. Time to stop:
It’s almost time to stop / We’ll have to stop here /
That’s all for today.
b. Next time:
We’ll do the rest of this chapter next time / We’ll
continue this chapter next…
c. Homework:
Do exercise … on page … for your homework.
d. Goodbye:
Goodbye, students. See you on… / See you again
next … / Have a good holiday.
46. TEYL in Indonesia Context
Requirements for effective TEYL:
a.English should be used all the time to ensure that
children have relatively much exposure to English.
b.Print-rich environment in English should be created
and around the classroom.
c. Teachers of EYL should use activity-based teaching-
learning techniques such as TPR, games, & projects.
d.The teachers should use various techniques for short
periods of time to maintain the interest level of the
children in engaging the English lessons.
47. TEYL in Indonesia Context
d. The teachers should focus on functional English for
vocabulary development & for immediate
fulfillment of communicative needs of the learners.
e. The teachers should reiterate often to ensure the
acquisition of English expressions/vocabulary items.
f. The teachers should provide useful, acquisition-
promoting routines.
g. The teachers should have a good command of
English & have an ability to act as a role model
to the learners they teach.
48. Motivating Expressions:
That’s good
You’re right
Good work
Great
That’s it
Excellent
Good remembering
Keep on trying
Keep up the good work
That kinds of work makes me happy
49. REFERENCES
Hainstock, Elizabeth G. 1999. Metode Pengajaran Montessori untuk
Anak Pra-Sekolah. Jakarta: 1997.
Mooney, Carol Garhart. 2000. Theories of Childhood: An Introduction
to Dewey, Montessori, Erikson, Piaget, and Vygotsky. USA:
Redleaf Press.
Musthafa, Bachrudin. 2000. Teaching English to Young Learners:
Principles & Techniques. Bandung: Pasca Sarjana Universitas
Pendidikan Indonesia.
Paul, David. 2003. Teaching English to Children in Asia. Hongkong;
Longman Asia ELT.
Pinter, Annamaria. 2006. Teaching Young Language Learners. Oxford:
Oxford University Press.
Slattery, Mary & Willis, Jane. English for Primary Teachers: A
Handbook of Activities and Classroom Language. Oxford: Oxford
University Press.