Translingualism
•Download as PPT, PDF•
2 likes•4,273 views
The document discusses translingual education as a phenomenon, methodology, and ideology that can promote social justice and educational renewal. It provides examples of how translingualism was observed in the linguistic landscape of Harrison, NJ and describes two classroom activities incorporating students' native languages that demonstrate a translingual methodology for teaching English. The presentation argues that translingual education moves beyond monolingual and multilingual approaches by viewing languages and literacies as fluid and dynamic.
Report
Share
Report
Share
![The purposes of this presentation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Theories Of Language Acquisition[1]
The document discusses four main theories of language acquisition:
1) Imitation theory proposes that language is learned through imitation, repetition, and reinforcement of utterances.
2) Nativist or innateness theory argues that humans are born with an innate language acquisition device that allows them to learn language quickly based on innate linguistic principles and parameters.
3) Cognition theory views language acquisition through a cognitive-psychological lens, focusing on mental processes like reasoning.
4) Motherese or input theory emphasizes the role of maternal input and interactions in aiding language development.
Communicative competence
Communicative competence refers to an individual's knowledge and ability to use language appropriately in social contexts. It was proposed by Hymes as an expansion of Chomsky's notions of linguistic competence and performance. Hymes argued that communicative competence includes not just knowledge of grammar but also sociocultural knowledge necessary for effective communication. It encompasses grammatical, sociolinguistic, discourse and strategic competencies. Later theorists like Canale and Swain, and Bachman further developed and categorized the dimensions of communicative competence.
Acculturation model
The Acculturation Model is a second language acquisition model proposed by John Schumann in 1978. It is based on the social psychology of acculturation and maintains that social and psychological variables like social dominance, integration patterns, enclosure, cohesiveness, cultural congruence, attitude, and intended length of residence influence how much of the target language learners acquire. The model argues that learners will acquire the target language to the degree that they acculturate or integrate with the target language group socially and psychologically.
Acculturation model
The Acculturation Model is a model of second language acquisition designed by John H. Schumann (1978) and it is based on the social-psychology of acculturation
The influence of age on sla in terms of route
The document discusses the effects of age on second language acquisition in terms of route, rate, and success. It reviews literature showing both younger and older learners can achieve success but in different ways. Younger learners progress more slowly at first but may achieve higher proficiency in the long run, while older learners progress faster initially but rarely reach native-like levels. The critical period hypothesis suggests language acquisition is easier for children, though older learners have cognitive advantages. Teachers should consider learners' ages and provide appropriate instruction and support.
The critical period hypothesis
The document discusses several factors that influence second language acquisition, including:
1) Neurobiological considerations like hemispheric lateralization and biological timetables suggest pronunciation is more difficult to learn after childhood.
2) Cognitive development stages differ between children and adults, as children learn best through practice and repetition while adults need contextualization and meaningful practice.
3) Affective factors like motivation, self-esteem and anxiety play a role, as children are more flexible while adults have stronger defenses and inhibitions that can impede learning.
4) Linguistic considerations show bilingual children acquire concepts easily and have flexibility, while interference from the first language poses more challenges for adult learners.
Input -interaction--and-output (5)
The document discusses various types of language input provided to language learners, including comprehensible input containing linguistic items slightly beyond the learner's competence, and modified input using simplifications to aid comprehension. It also examines interaction and feedback, noting the interaction hypothesis that language acquisition benefits from negotiation of meaning during communication breakdowns and the various forms feedback can take, such as recasts, clarification requests, and explicit correction.
Second Language Acquisition (SLA)
The document discusses first language acquisition and second language acquisition. It defines a first language as the language learned from birth or in early childhood. It notes that a person can have more than one first language. Second language acquisition refers to learning additional languages after the first one. Key aspects of second language acquisition discussed include the target language being learned, as well as linguistic, psychological, and social frameworks for studying the process of second language acquisition.
Recommended
Theories Of Language Acquisition[1]
The document discusses four main theories of language acquisition:
1) Imitation theory proposes that language is learned through imitation, repetition, and reinforcement of utterances.
2) Nativist or innateness theory argues that humans are born with an innate language acquisition device that allows them to learn language quickly based on innate linguistic principles and parameters.
3) Cognition theory views language acquisition through a cognitive-psychological lens, focusing on mental processes like reasoning.
4) Motherese or input theory emphasizes the role of maternal input and interactions in aiding language development.
Communicative competence
Communicative competence refers to an individual's knowledge and ability to use language appropriately in social contexts. It was proposed by Hymes as an expansion of Chomsky's notions of linguistic competence and performance. Hymes argued that communicative competence includes not just knowledge of grammar but also sociocultural knowledge necessary for effective communication. It encompasses grammatical, sociolinguistic, discourse and strategic competencies. Later theorists like Canale and Swain, and Bachman further developed and categorized the dimensions of communicative competence.
Acculturation model
The Acculturation Model is a second language acquisition model proposed by John Schumann in 1978. It is based on the social psychology of acculturation and maintains that social and psychological variables like social dominance, integration patterns, enclosure, cohesiveness, cultural congruence, attitude, and intended length of residence influence how much of the target language learners acquire. The model argues that learners will acquire the target language to the degree that they acculturate or integrate with the target language group socially and psychologically.
Acculturation model
The Acculturation Model is a model of second language acquisition designed by John H. Schumann (1978) and it is based on the social-psychology of acculturation
The influence of age on sla in terms of route
The document discusses the effects of age on second language acquisition in terms of route, rate, and success. It reviews literature showing both younger and older learners can achieve success but in different ways. Younger learners progress more slowly at first but may achieve higher proficiency in the long run, while older learners progress faster initially but rarely reach native-like levels. The critical period hypothesis suggests language acquisition is easier for children, though older learners have cognitive advantages. Teachers should consider learners' ages and provide appropriate instruction and support.
The critical period hypothesis
The document discusses several factors that influence second language acquisition, including:
1) Neurobiological considerations like hemispheric lateralization and biological timetables suggest pronunciation is more difficult to learn after childhood.
2) Cognitive development stages differ between children and adults, as children learn best through practice and repetition while adults need contextualization and meaningful practice.
3) Affective factors like motivation, self-esteem and anxiety play a role, as children are more flexible while adults have stronger defenses and inhibitions that can impede learning.
4) Linguistic considerations show bilingual children acquire concepts easily and have flexibility, while interference from the first language poses more challenges for adult learners.
Input -interaction--and-output (5)
The document discusses various types of language input provided to language learners, including comprehensible input containing linguistic items slightly beyond the learner's competence, and modified input using simplifications to aid comprehension. It also examines interaction and feedback, noting the interaction hypothesis that language acquisition benefits from negotiation of meaning during communication breakdowns and the various forms feedback can take, such as recasts, clarification requests, and explicit correction.
Second Language Acquisition (SLA)
The document discusses first language acquisition and second language acquisition. It defines a first language as the language learned from birth or in early childhood. It notes that a person can have more than one first language. Second language acquisition refers to learning additional languages after the first one. Key aspects of second language acquisition discussed include the target language being learned, as well as linguistic, psychological, and social frameworks for studying the process of second language acquisition.
Transformational Grammar by: Noam Chomsky
This document discusses transformational grammar and Noam Chomsky's theories of language. It covers key concepts in transformational grammar like deep structure and surface structure. It also discusses Chomsky's view that humans have an innate, universal grammar that allows children to learn language based on limited input. The document contrasts linguistic competence vs performance and describes minimalism as aiming for economy of derivation and representation in grammatical theories.
Introduction to Translanguaging in the ESL/EFL Classroom
In this webinar, we introduce the concept of translanguaging in the EFL classroom which is the simultaneous use of more than one language to make meaning. Through the presentation, we will provide examples of how teachers have used translanguaging practices to help students learn English. These examples are taken from observations and research done in Puerto Rico and Peru. It will also be discussed the role that Spanish has played in EFL classrooms and how it has been used to bridge the gap between two languages.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Vanessa Mari has worked as an English teacher for the past 8 years. She started her career teaching English as a second language in a public high school in Puerto Rico. Her experience as a teacher prompted her interest in studying the ELL population. Her research has focused on teacher motivation, attitudes, and translanguaging. Vanessa Mari has also taught in diverse academic setting including the University of Puerto Rico Mayagüez, the University of Texas San Antonio and The University of Piura. She has also collaborated with the Ministry of Education in Peru as the English Language Fellow.
► Find the webinar here: https://youtu.be/mWbPHdwTlgE
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
Language Policy
National language policies aim to favor or discourage particular languages. While countries historically promoted a single official language, many now protect minority languages threatened with extinction. Half of the world's 6000+ languages may disappear this century due to factors like population size and economic status. Policy approaches include assimilation, non-intervention, legal protections for multiple languages, and official/unofficial bilingualism or multilingualism. Language policy and politics influence issues like official status, education, identity promotion, and more.
The logical problem of language learning
The document discusses the logical problem of how children are able to learn language and acquire complex linguistic systems easily despite their immature cognitive capacities. It argues that children's success in language development must be attributed to innate language-learning abilities, as their knowledge exceeds what could be learned from the input received. It provides supporting points that children can filter language, abstract principles from limited examples, and show universal patterns of development not explained by their specific environment alone. This suggests language learning involves innate constructs beyond mere imitation.
How Languages are Learned by Patsy M. Lightbown and Nina Spada 4th Edt.Li
A Book Talk Presentation ppt. slides. This talk was presenta at the Third International Conference with the theme Transformative Education Research and Sustainable Development at Kathmandu University School of Education on November 6, 2022
Functionalism Framework in Language Acquisition
The document discusses the theory of functionalism in language acquisition. It outlines the key concepts of functionalism, including that language forms are created to serve communicative functions. The document also reviews the history and development of functionalism from the Prague School of Linguistics to Michael Halliday's Systemic Grammar. Finally, it examines strengths and weaknesses of the functionalist approach and how it informs methods of language teaching, with a focus on communicative competence over strict grammatical rules.
The irf interaction pattern in classroom observation
This presentation summarizes research on the IRF (Initiation-Response-Feedback) classroom interaction pattern. The IRF pattern typically involves a teacher asking a question (Initiation), a student responding (Response), and the teacher providing feedback (Feedback). The presentation analyzed examples of IRF exchanges from classroom observations and found that evaluative feedback was most common, with positive feedback occurring 36% of the time and negative feedback 30%. It discussed how expanding the feedback turn to foster more student interaction, such as asking follow up questions, can make the IRF pattern more effective for language learning.
Language Choice & Language Learning
The document discusses language choice and use of first language versus second language in the classroom. It explores why teachers and students use first language, including lack of competence, developing tasks, controlling discipline, giving feedback, explaining, translating, giving instructions, checking understanding, gaining attention, testing, and friendly talk. Code switching between first and second languages is common when students and teachers share the same mother tongue.
Lesson 1 language planning and policy
This document discusses language policy and planning in the Philippines. It covers several topics:
1. The four stages of language planning - selection, codification, implementation, and elaboration. Codification includes graphization, grammaticalization, and lexicalization.
2. Principles of language planning - assimilation, linguistic pluralism, vernacularization, and internationalization.
3. Three levels of language planning - status planning, corpus planning, and acquisition planning.
4. The role of English and efforts to develop Filipino in the Philippines through language policies, laws, and education systems. This includes the establishment of the Komisyon sa Wikang Filipino and policies regarding bilingual, multilingual
Monitor Model
Krashen's Monitor Model of second language acquisition consists of five hypotheses: 1) Language is acquired through meaningful interaction, not formal instruction. 2) Grammatical structures are acquired in a predictable order. 3) People acquire language best from messages just beyond their current level. 4) Conscious learning acts as an editor but not the primary means of acquisition. 5) Affective factors like anxiety and motivation can impede or enable acquisition by raising or lowering an affective filter.
Bilingual Education
Faryal Shuaib presented on bilingual education. Bilingual education involves teaching academic content in two languages, using varying amounts of each language according to the program model. The goals are to teach English as soon as possible while maintaining the native language and culture. There are several types of bilingual education programs, including transitional bilingual education where instruction transitions from the native language to English over several years, immersion programs where instruction is only in English, and two-way immersion programs where English-speaking and non-English speaking students are taught together in both languages.
Input, interaction, and second language acquisition
The document discusses input, interaction, and second language acquisition from multiple perspectives. It begins by defining input and noting three views on input in language acquisition: behaviourist, nativist, and interactionist. It then examines foreigner talk studies, discourse analysis, and input/interaction in classroom settings. Research on motherese and first language acquisition is also summarized. The document provides an overview of different frameworks for analyzing classroom interaction, including interaction analysis, classroom process research, and teacher talk analyses.
Universal grammar
Universal Grammar Theory proposes that humans are born with innate, internal rules of grammar that facilitate language acquisition. According to Noam Chomsky, who introduced this theory, these rules are biologically determined and part of the Language Acquisition Device in the brain. The theory contrasts with empiricist views that the mind is a blank slate by proposing that humans have an innate language instinct.
Input, interaction, foeigner and teacher talk
The document discusses input, interaction, teacher talk, and foreigner talk in second language acquisition. It summarizes theories that comprehensible input and interaction are important for acquisition. Teacher talk is simplified language used by teachers to aid comprehension, while foreigner talk refers to modifications native speakers make when addressing non-native speakers. Both teacher talk and foreigner talk aim to facilitate understanding through simplification and other adjustments based on the listener's language level.
Krashen's Five Main Hypotheses
Krashen's theories of second language acquisition consist of five main hypotheses: the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis. These hypotheses emphasize that acquisition is more important than learning, acquisition occurs through comprehensible input, and affective factors like anxiety and motivation can help or hinder acquisition. The Natural Approach developed by Krashen focuses on providing meaningful input through activities and realia to develop communicative skills in a low-anxiety environment.
Summary of approaches and methods in language teaching
This document discusses several language teaching approaches and methods. It describes:
1. The audiolingual method which is based on behaviorism and emphasizes habit formation through drills. It uses dialogs, repetition, and substitution exercises.
2. Total Physical Response which teaches language through physical actions in response to commands. It aims to reduce stress and first teaches comprehension then speaking.
3. Community Language Learning which sees language as a social process and emphasizes whole-person learning and security. The syllabus is learner-generated.
4. Suggestopedia which seeks to remove psychological barriers through relaxation, role-playing, and music. It emphasizes passive learning and the teacher as an authority figure.
First language acquistion.
PSYCHOLINGUITICS, Language acquisition, Noam Chomsky, Jean Piaget, F. B. Skinner, Innateness theory, Behaviorist theory, Cognitive theory. CRITICISMS
Theories of first language learning
The document discusses several theories of first language acquisition:
- Behaviorism views language learning as habit formation through reinforcement, but cannot explain how children learn despite variable input or produce novel utterances.
- Universal Grammar posits an innate language acquisition device that guides rule formation even with variability, but does not fully account for vocabulary or social aspects of language.
- Cognitive development theory links language learning to cognitive stages and categorization, explaining vocabulary but less so grammar.
- The functional theory emphasizes learning through social interaction, but cannot alone explain consistency across learners or initial rule-forming.
Overall, the document concludes that no single theory is sufficient and that aspects of each may contribute to explaining language acquisition.
Language acquistion theories
The document discusses three domains of language development - syntax, semantics, and pragmatics - and three theories of language acquisition: learning theory, nativist theory, and interactionist theory. Learning theory proposes that language is acquired through reinforcement of behaviors, nativist theory argues aspects of language are innate, and interactionist theory views language acquisition as an interplay between biological predispositions and social/environmental factors.
The Age Factor in Second Language Acquisition
This document discusses factors that influence language learning, with a focus on age as a factor in second language acquisition. It outlines the critical period hypothesis which suggests there is an optimal time period for acquiring language. While research has found both supporting and contradictory evidence, most agree learners who begin acquiring a second language before puberty can develop near-native competence, while those starting post-puberty are less likely to reach that level. The document also discusses theories around brain plasticity, benefits of early learning, and debates around whether there are ceilings on second language attainment.
Inventing a translingual curriculum
This document outlines a proposed translingual language curriculum. It discusses principles such as authenticity, developmental learning, and social construction. It describes several activities that could take place in a translingual classroom, including dialogue journals, book projects, writing projects, learning centers, and alternative assessments using portfolios. Finally, it lists some key components of a translingual curriculum, like the classroom setting, instructional materials, schedules, literature, centers, routines, total physical response techniques, and individual/group projects.
Tesol 2013
This document summarizes a presentation on translingualism given at TESOL 2013. It defines translingualism as languages and literacies developing dynamically between each other as people move between borders and cultural identities. Translingualism can be viewed as a new phenomenon of study, an ideology, or methodology. Examples are given of translingual practices like linguistic landscape projects, multilingual word walls, and using heritage languages in assignments. The presentation argues for conceptualizing language learning as fluid rather than bounded and emphasizes drawing on students' diverse experiences to teach content areas through culturally relevant practices.
More Related Content
What's hot
Transformational Grammar by: Noam Chomsky
This document discusses transformational grammar and Noam Chomsky's theories of language. It covers key concepts in transformational grammar like deep structure and surface structure. It also discusses Chomsky's view that humans have an innate, universal grammar that allows children to learn language based on limited input. The document contrasts linguistic competence vs performance and describes minimalism as aiming for economy of derivation and representation in grammatical theories.
Introduction to Translanguaging in the ESL/EFL Classroom
In this webinar, we introduce the concept of translanguaging in the EFL classroom which is the simultaneous use of more than one language to make meaning. Through the presentation, we will provide examples of how teachers have used translanguaging practices to help students learn English. These examples are taken from observations and research done in Puerto Rico and Peru. It will also be discussed the role that Spanish has played in EFL classrooms and how it has been used to bridge the gap between two languages.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Vanessa Mari has worked as an English teacher for the past 8 years. She started her career teaching English as a second language in a public high school in Puerto Rico. Her experience as a teacher prompted her interest in studying the ELL population. Her research has focused on teacher motivation, attitudes, and translanguaging. Vanessa Mari has also taught in diverse academic setting including the University of Puerto Rico Mayagüez, the University of Texas San Antonio and The University of Piura. She has also collaborated with the Ministry of Education in Peru as the English Language Fellow.
► Find the webinar here: https://youtu.be/mWbPHdwTlgE
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
Language Policy
National language policies aim to favor or discourage particular languages. While countries historically promoted a single official language, many now protect minority languages threatened with extinction. Half of the world's 6000+ languages may disappear this century due to factors like population size and economic status. Policy approaches include assimilation, non-intervention, legal protections for multiple languages, and official/unofficial bilingualism or multilingualism. Language policy and politics influence issues like official status, education, identity promotion, and more.
The logical problem of language learning
The document discusses the logical problem of how children are able to learn language and acquire complex linguistic systems easily despite their immature cognitive capacities. It argues that children's success in language development must be attributed to innate language-learning abilities, as their knowledge exceeds what could be learned from the input received. It provides supporting points that children can filter language, abstract principles from limited examples, and show universal patterns of development not explained by their specific environment alone. This suggests language learning involves innate constructs beyond mere imitation.
How Languages are Learned by Patsy M. Lightbown and Nina Spada 4th Edt.Li
A Book Talk Presentation ppt. slides. This talk was presenta at the Third International Conference with the theme Transformative Education Research and Sustainable Development at Kathmandu University School of Education on November 6, 2022
Functionalism Framework in Language Acquisition
The document discusses the theory of functionalism in language acquisition. It outlines the key concepts of functionalism, including that language forms are created to serve communicative functions. The document also reviews the history and development of functionalism from the Prague School of Linguistics to Michael Halliday's Systemic Grammar. Finally, it examines strengths and weaknesses of the functionalist approach and how it informs methods of language teaching, with a focus on communicative competence over strict grammatical rules.
The irf interaction pattern in classroom observation
This presentation summarizes research on the IRF (Initiation-Response-Feedback) classroom interaction pattern. The IRF pattern typically involves a teacher asking a question (Initiation), a student responding (Response), and the teacher providing feedback (Feedback). The presentation analyzed examples of IRF exchanges from classroom observations and found that evaluative feedback was most common, with positive feedback occurring 36% of the time and negative feedback 30%. It discussed how expanding the feedback turn to foster more student interaction, such as asking follow up questions, can make the IRF pattern more effective for language learning.
Language Choice & Language Learning
The document discusses language choice and use of first language versus second language in the classroom. It explores why teachers and students use first language, including lack of competence, developing tasks, controlling discipline, giving feedback, explaining, translating, giving instructions, checking understanding, gaining attention, testing, and friendly talk. Code switching between first and second languages is common when students and teachers share the same mother tongue.
Lesson 1 language planning and policy
This document discusses language policy and planning in the Philippines. It covers several topics:
1. The four stages of language planning - selection, codification, implementation, and elaboration. Codification includes graphization, grammaticalization, and lexicalization.
2. Principles of language planning - assimilation, linguistic pluralism, vernacularization, and internationalization.
3. Three levels of language planning - status planning, corpus planning, and acquisition planning.
4. The role of English and efforts to develop Filipino in the Philippines through language policies, laws, and education systems. This includes the establishment of the Komisyon sa Wikang Filipino and policies regarding bilingual, multilingual
Monitor Model
Krashen's Monitor Model of second language acquisition consists of five hypotheses: 1) Language is acquired through meaningful interaction, not formal instruction. 2) Grammatical structures are acquired in a predictable order. 3) People acquire language best from messages just beyond their current level. 4) Conscious learning acts as an editor but not the primary means of acquisition. 5) Affective factors like anxiety and motivation can impede or enable acquisition by raising or lowering an affective filter.
Bilingual Education
Faryal Shuaib presented on bilingual education. Bilingual education involves teaching academic content in two languages, using varying amounts of each language according to the program model. The goals are to teach English as soon as possible while maintaining the native language and culture. There are several types of bilingual education programs, including transitional bilingual education where instruction transitions from the native language to English over several years, immersion programs where instruction is only in English, and two-way immersion programs where English-speaking and non-English speaking students are taught together in both languages.
Input, interaction, and second language acquisition
The document discusses input, interaction, and second language acquisition from multiple perspectives. It begins by defining input and noting three views on input in language acquisition: behaviourist, nativist, and interactionist. It then examines foreigner talk studies, discourse analysis, and input/interaction in classroom settings. Research on motherese and first language acquisition is also summarized. The document provides an overview of different frameworks for analyzing classroom interaction, including interaction analysis, classroom process research, and teacher talk analyses.
Universal grammar
Universal Grammar Theory proposes that humans are born with innate, internal rules of grammar that facilitate language acquisition. According to Noam Chomsky, who introduced this theory, these rules are biologically determined and part of the Language Acquisition Device in the brain. The theory contrasts with empiricist views that the mind is a blank slate by proposing that humans have an innate language instinct.
Input, interaction, foeigner and teacher talk
The document discusses input, interaction, teacher talk, and foreigner talk in second language acquisition. It summarizes theories that comprehensible input and interaction are important for acquisition. Teacher talk is simplified language used by teachers to aid comprehension, while foreigner talk refers to modifications native speakers make when addressing non-native speakers. Both teacher talk and foreigner talk aim to facilitate understanding through simplification and other adjustments based on the listener's language level.
Krashen's Five Main Hypotheses
Krashen's theories of second language acquisition consist of five main hypotheses: the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis. These hypotheses emphasize that acquisition is more important than learning, acquisition occurs through comprehensible input, and affective factors like anxiety and motivation can help or hinder acquisition. The Natural Approach developed by Krashen focuses on providing meaningful input through activities and realia to develop communicative skills in a low-anxiety environment.
Summary of approaches and methods in language teaching
This document discusses several language teaching approaches and methods. It describes:
1. The audiolingual method which is based on behaviorism and emphasizes habit formation through drills. It uses dialogs, repetition, and substitution exercises.
2. Total Physical Response which teaches language through physical actions in response to commands. It aims to reduce stress and first teaches comprehension then speaking.
3. Community Language Learning which sees language as a social process and emphasizes whole-person learning and security. The syllabus is learner-generated.
4. Suggestopedia which seeks to remove psychological barriers through relaxation, role-playing, and music. It emphasizes passive learning and the teacher as an authority figure.
First language acquistion.
PSYCHOLINGUITICS, Language acquisition, Noam Chomsky, Jean Piaget, F. B. Skinner, Innateness theory, Behaviorist theory, Cognitive theory. CRITICISMS
Theories of first language learning
The document discusses several theories of first language acquisition:
- Behaviorism views language learning as habit formation through reinforcement, but cannot explain how children learn despite variable input or produce novel utterances.
- Universal Grammar posits an innate language acquisition device that guides rule formation even with variability, but does not fully account for vocabulary or social aspects of language.
- Cognitive development theory links language learning to cognitive stages and categorization, explaining vocabulary but less so grammar.
- The functional theory emphasizes learning through social interaction, but cannot alone explain consistency across learners or initial rule-forming.
Overall, the document concludes that no single theory is sufficient and that aspects of each may contribute to explaining language acquisition.
Language acquistion theories
The document discusses three domains of language development - syntax, semantics, and pragmatics - and three theories of language acquisition: learning theory, nativist theory, and interactionist theory. Learning theory proposes that language is acquired through reinforcement of behaviors, nativist theory argues aspects of language are innate, and interactionist theory views language acquisition as an interplay between biological predispositions and social/environmental factors.
The Age Factor in Second Language Acquisition
This document discusses factors that influence language learning, with a focus on age as a factor in second language acquisition. It outlines the critical period hypothesis which suggests there is an optimal time period for acquiring language. While research has found both supporting and contradictory evidence, most agree learners who begin acquiring a second language before puberty can develop near-native competence, while those starting post-puberty are less likely to reach that level. The document also discusses theories around brain plasticity, benefits of early learning, and debates around whether there are ceilings on second language attainment.
What's hot (20)
Introduction to Translanguaging in the ESL/EFL Classroom
Introduction to Translanguaging in the ESL/EFL Classroom
How Languages are Learned by Patsy M. Lightbown and Nina Spada 4th Edt.Li
How Languages are Learned by Patsy M. Lightbown and Nina Spada 4th Edt.Li
The irf interaction pattern in classroom observation
The irf interaction pattern in classroom observation
Input, interaction, and second language acquisition
Input, interaction, and second language acquisition
Summary of approaches and methods in language teaching
Summary of approaches and methods in language teaching
Viewers also liked
Inventing a translingual curriculum
This document outlines a proposed translingual language curriculum. It discusses principles such as authenticity, developmental learning, and social construction. It describes several activities that could take place in a translingual classroom, including dialogue journals, book projects, writing projects, learning centers, and alternative assessments using portfolios. Finally, it lists some key components of a translingual curriculum, like the classroom setting, instructional materials, schedules, literature, centers, routines, total physical response techniques, and individual/group projects.
Tesol 2013
This document summarizes a presentation on translingualism given at TESOL 2013. It defines translingualism as languages and literacies developing dynamically between each other as people move between borders and cultural identities. Translingualism can be viewed as a new phenomenon of study, an ideology, or methodology. Examples are given of translingual practices like linguistic landscape projects, multilingual word walls, and using heritage languages in assignments. The presentation argues for conceptualizing language learning as fluid rather than bounded and emphasizes drawing on students' diverse experiences to teach content areas through culturally relevant practices.
Lenguaje
El documento describe los elementos básicos del lenguaje como la gramática, fonología, sintaxis y semántica. Explica el desarrollo del lenguaje en los niños y la adquisición del lenguaje según diferentes teorías. También discute la influencia del lenguaje en el pensamiento y la adquisición de un segundo idioma.
Trans language for tableau
The document outlines a study examining experiences with queer labeling and gender identities. It includes an introduction, literature review on related topics, operational definitions of terms, research rationale, methodology, proposed analyses, and future directions. The study uses a mixed methods design to understand patterns in responses to different gender identity labels across demographics and evaluate contexts for acceptable label usage. Hypotheses predict the most favorable responses will be from transfeminine individuals and within the trans community.
Translanguaging för elevernas kunskaps-, språk- och identitetsutveckling
Translanguaging för elevernas kunskaps-, språk- och identitetsutvecklingNationellt centrum för svenska som andraspråk, Stockholms universitet
Åhörarkopior från Gudrun Svenssons presentation på Symposium 2105:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/translanguaging-f%C3%B6r-elevernas-kunskaps-spr%C3%A5k-och-identitetsutveckling-1.250842Relación entre lenguaje y pensamiento
Este documento trata sobre la relación entre el pensamiento y el lenguaje. Presenta subtemas como las relaciones con el lenguaje, las operaciones racionales, las operaciones patológicas y los trastornos de pensamiento. También incluye una lista de integrantes y diferentes secciones sobre el desarrollo del lenguaje, las relaciones entre pensamiento y lenguaje según Piaget y Vygotsky, las operaciones racionales y los trastornos del pensamiento.
Pensamiento y lenguaje
El documento trata sobre los procesos psicológicos que determinan el comportamiento humano, enfocándose en el pensamiento y el lenguaje. Explica que el pensamiento se construye a través de elementos como el lenguaje, las imágenes y los conceptos, y que existen diferentes tipos de pensamiento como el convergente, divergente y lateral. También describe factores que afectan la solución de problemas, así como las teorías principales sobre el desarrollo del lenguaje y la relación entre el pensamiento y el lenguaje.
Enfoques comunicativos
Introducción al curso de Didáctica de las Competencias Comunicativas. Toni Solano. 2013
https://sites.google.com/site/enfoquescomunicativos/
Pensamiento Y Lenguaje
Este documento trata sobre el pensamiento y el lenguaje. Define el pensamiento como la actividad mental que incluye procesos intelectuales y de la imaginación. Explica que el pensamiento es racional y ayuda a resolver problemas. Además, clasifica diferentes tipos de pensamiento como deductivo, inductivo y creativo. También describe las funciones del lenguaje humano para comunicar ideas, y las áreas del cerebro involucradas en el procesamiento del lenguaje. Finalmente, señala que el pensamiento y el lenguaje están relacionados y se influyen mutu
Lenguaje y pensamiento
El documento discute la relación entre el pensamiento y el lenguaje. Explica que el lenguaje es fundamental para el desarrollo personal y las relaciones sociales de un niño. Vigotsky enfatizó que el lenguaje y la interacción social son parte integral de la formación y el desarrollo de una persona. El lenguaje sirve como herramienta para que los individuos aprendan aspectos de la sociedad y regulen su comportamiento.
Pensamiento y lenguaje
El documento explora las relaciones entre el pensamiento y el lenguaje. Define el pensamiento como un proceso mental que incluye palabras e imágenes, y el lenguaje como un sistema de comunicación. Examina las posturas de Piaget, Vygotsky y otros sobre si el pensamiento depende del lenguaje o viceversa, y las etapas del desarrollo del lenguaje y la cognición en los niños.
Viewers also liked (11)
Translanguaging för elevernas kunskaps-, språk- och identitetsutveckling
Translanguaging för elevernas kunskaps-, språk- och identitetsutveckling
Similar to Translingualism
Rhetoric and Composition 2011
The document discusses reframing concepts of language and literacy development in transnational and multilingual communities. It introduces the concept of "translingual and transliteracy education" as a new way to think about this phenomenon. The document provides examples of metaphors used to describe language development, defines translingualism, and gives concrete examples for how English teachers can incorporate translingual principles.
From Multicultural to Translingual
The document describes two sample lesson plans for a translingual English classroom that incorporate students' native languages. The first lesson involves students building an animal word wall in their native languages to understand cultural meanings before reading Animal Farm. The second lesson arranges an online discussion in Tamil for a student reading To Kill a Mockingbird to discuss themes and symbolism with a peer in their shared native language. Both lessons aim to value students' linguistic backgrounds to enhance understanding of English texts.
From Multicultural to Translingual - with links
The document describes two sample lesson plans for a translingual English classroom that incorporate students' native languages. The first lesson involves students building a word wall with animals named in their native languages. The second lesson has students discuss themes from To Kill a Mockingbird via online video chat in their native language with a peer or adult speaker. Both lessons aim to activate students' cultural knowledge and language skills to enhance understanding of English readings.
Doing Identity in Ethnographic Interviews
This document discusses Katherine Morales' research exploring linguistic creativity among Puerto Rican adolescents. It examines how they use Spanish and English in interaction, looking beyond traditional concepts of code-switching. It discusses the repertoire approach and concept of translanguaging, which view bilingualism as drawing from a dynamic repertoire rather than distinct codes. The document provides background on Puerto Rico's political relationship with the US and language policies. It also outlines Morales' case study of two high schools in Mayaguez, Puerto Rico that differ in socioeconomic makeup and language of instruction.
Raising awareness of English as a lingua franca in an 'internationalising' Br...
The document discusses applied linguistics and its potential role in mediating deficit perspectives that literacy teachers hold regarding bilingual students. It describes how an applied linguistics course broadened the teachers' understanding of language, literacy, and their sociocultural nature. The course helped teachers recognize students' wealth of literacy experiences outside of school and view language variation as natural rather than deficient. It suggests continuing such courses and creating spaces for literacy educators to interact with applied linguists to potentially change instructional practices.
Heritage Speakers material- Original contribution- Cristian Miguez
This document discusses heritage language learners and strategies for teaching Spanish to heritage speakers. It defines heritage language learners as those who were raised in homes where a language other than English is spoken. It recommends using authentic materials like literature to teach heritage language skills while exploring cultural themes. Specifically, it suggests using the novel "Crónica de una muerte anunciada" by Gabriel García Márquez, which explores gender roles and values through a murder mystery plot. Literary circles are proposed as a student-centered approach to discuss the book and practice language skills in a low-anxiety environment.
343 cr
The document discusses a class that focuses on understanding the influence of culture on writing. It introduces contrastive rhetoric, which examines differences in writing across cultures. While Kaplan's early work in this area made broad generalizations, later scholars recognized that writing is influenced by many factors beyond just one's native language and culture. The class considers how to apply contrastive rhetoric insights to teaching English as a second language in a way that is critically aware of issues of power and discourse. It also discusses responding effectively and sensitively to international students' writing assignments in English.
540 week 2
The document outlines the schedule and content for Week 2 of a course on transgressive theories and performativity around language. Part I includes a blog discussion and introduces theories of language and ideology from Gee and issues of English and globalization from Pennycook. Part II focuses on transgressive theories of language as performance from Pennycook and includes a sign-up for student presentations. Reflection questions are provided asking students to discuss their evolving theories of language and literacy.
Linguistics
There is evidence that certain linguistic properties are universal across all human languages. Early scholars like Alsted and Kilwardby were interested in discovering a general grammar that described rules common to all languages. More recently, Noam Chomsky and other linguists have proposed that humans possess an innate, biologically-determined "universal grammar" that allows children to easily acquire any language they are exposed to. Sign languages provide clear evidence for linguistic universals, as deaf children learning sign languages progress through the same stages of acquisition as hearing children learning spoken languages, demonstrating the human capacity for language is not dependent on vocalization. The study of language universals continues to be an important area of linguistic research.
Culture and Language
1) Applied linguistics has historically studied language and culture separately but since the 1970s has incorporated a discourse approach that views culture as constructed through language use.
2) This shift was driven by developments in fields like conversation analysis, cross-cultural pragmatics, and intercultural communication.
3) While the discourse approach challenges essentialist views of culture, debates continue between structuralist and post-structuralist perspectives in research and practice.
Practice Paper N° 6- Translanguaging as a pedagogical tool
This document summarizes key concepts from the chapter "Translanguaging with Multilingual Students" by Ofelia Garcia and Tatyana Kleyn. It discusses:
- How Garcia defines "named languages" as socially constructed categories that do not fully represent an individual's linguistic system.
- Two views of bilingualism: an outsider view of separate language systems, and an insider view of a single linguistic system.
- The origins of the term "translanguaging" coined in Wales to allow flexible language use in bilingual education.
- Cummins' Interdependence Hypothesis and its role in legitimizing different models of bilingual education.
- The differences between code-switching, which maintains
Creativity & Innovations
Creativity and Innovations are related to Linguistics wile we're tackling with language analysis.
Free Access:
https://dollarupload.com/dl/4e545c1
Language variety #1
This document discusses the debate around prescriptive versus descriptive linguistics and standard English. It notes that prescriptive linguistics aims to enforce language rules while descriptive linguistics describes language functions. Several experts are quoted arguing that standard English rules are arbitrary and imposed by elites, and that students have their own valid language varieties. The document also summarizes a 1974 policy asserting students' right to their own languages and the need for teachers to respect language diversity. It discusses code-switching and code-meshing approaches to addressing language variety in the classroom.
Language, identity, and the ownership of english
This document summarizes an article by Bonny Norton titled "Language, Identity, and the Ownership of English". The summary outlines Norton's examination of the relationship between language, identity, culture and ownership of language. It discusses several key points made in the article, including how identity relates to theories of subjectivity, an example of how language and identity interact in practice through Mai's story, and how research on topics like native/nonnative English teachers and categorization of learners relate to questions of ownership over the English language internationally. In conclusion, the summary restates Norton's argument that English cannot be owned by any one group, but rather belongs to all of its speakers globally.
Acquisition, creativity, standards and testing
This document discusses several topics related to second language acquisition and World Englishes. It addresses theoretical orientations in SLA research and how they often neglect speaker intentions. It also discusses SLA in multilingual contexts and how the functions of an additional language are determined by community needs. Finally, it examines issues of proficiency, communicative competence, and how English has been nativized and developed new varieties around the world according to social and historical contexts.
PPt Linguistics1
This document provides an introduction to linguistics through definitions of language and its key features. It discusses how language is a systematic, symbolic, and arbitrary human-specific communication system based on sounds. Key aspects of language include its origins, families, and the study of linguistics. Linguistics is defined as the study of language as a human communication system. The document outlines some major theories and concepts in linguistics, including the differences between langue and parole, descriptive and prescriptive approaches, synchronic and diachronic analysis, and competence and performance.
English as a Lingua Franca and the authorship of self.pptx
A presentation based on a paper about how the linguistic creativity of L2 speakers of English is a form of authorship of self.
Baal icsig-2012-Thompson
Celia Thompson presented her research on at the BAAL-ICSIG Seminar 2012 at the Dept of Languages, The Open University, Milton Keynes, UK, on 17-18 May 2012.
Chomskyan linguistics lec 3
Chomsky revolutionized linguistics in the 1950s by critiquing behaviorist theories of language acquisition and proposing an innate language acquisition device. He argued that children have innate linguistic knowledge rather than learning language through imitation and reinforcement. Chomsky introduced the concept of transformational grammar, which describes an underlying deep structure and surface structure related by transformations. His work established linguistics as a cognitive science and influenced many other fields.
Sociolinguistics
This document discusses language and social context, specifically focusing on sociolinguistics. It examines how language is influenced by social factors like age, sex, class, and education. Sociolinguists study language variation and how social contexts like these can lead to differences in vocabulary, grammar, and pronunciation between social groups. The document also discusses bilingualism, noting that bilingual children may have advantages in flexible thinking and transferring knowledge between languages compared to monolingual children.
Similar to Translingualism (20)
Raising awareness of English as a lingua franca in an 'internationalising' Br...
Raising awareness of English as a lingua franca in an 'internationalising' Br...
Heritage Speakers material- Original contribution- Cristian Miguez
Heritage Speakers material- Original contribution- Cristian Miguez
Practice Paper N° 6- Translanguaging as a pedagogical tool
Practice Paper N° 6- Translanguaging as a pedagogical tool
English as a Lingua Franca and the authorship of self.pptx
English as a Lingua Franca and the authorship of self.pptx
More from schwarzerd
Educating Culturally Responsive Teachers - intro chap 1 & 2
The document discusses the need for culturally responsive teaching given changing student demographics. It notes that students are becoming more culturally and linguistically diverse while teachers remain mostly white females. Developing culturally responsive teachers requires gaining sociocultural awareness, having an affirming attitude towards diverse students, and being committed to acting as agents of change. It also discusses the importance of monolingual teachers fostering multilingualism in their classrooms.
Inventing a translingual curriculum
This document outlines principles and components for developing a translingual language curriculum. It discusses key principles like authenticity, being developmentally appropriate, and being socially constructed. It then describes some potential activities for a translingual classroom like dialogue journals, long-term writing projects, and alternative assessments using portfolios. Finally, it lists example components of a translingual curriculum such as the classroom setting, books used, activities schedule, and routines including total physical response, group work, and individualized learning projects.
Inventing a translingual curriculum
This document outlines principles and components for developing a translingual language curriculum. It discusses key principles like authenticity, being developmentally appropriate, and being socially constructed. It then describes some potential activities for a translingual classroom like dialogue journals, long-term writing projects, and alternative assessment through portfolios. Finally, it lists example components like classroom settings, books used, and routines that incorporate techniques like total physical response, group and individual activities, and inquiry cycles.
Phenomenon of study
This document discusses various terms related to language and literacy development, including translingualism. It proposes that learners who move between their native and additional languages and cultures may be considered "trans-language learners." While translingualism is worthy of study, the definitions presented are broad and do not clearly distinguish it from other concepts like bilingualism. The document advocates for viewing language and literacy development as fluid processes that occur through interacting with multiple languages and cultural identities.
509 schwarzer
This document provides information about a graduate course titled "Sociocultural Perspectives on Teaching and Learning" being offered in the fall of 2011. The course examines how teachers can successfully educate students from diverse social and cultural backgrounds. It aims to help future teachers develop culturally responsive teaching practices. Over the course of the semester, students will explore topics like socialization and identity, cultural diversity, challenges facing diverse students, and strategies for teaching across differences. Requirements include class participation, setting personal learning goals, and a midterm and final self-assessment. Readings will come from required textbooks and other sources posted online.
syllabus CURR 509
This document provides information about a course titled "Sociocultural Perspectives on Teaching and Learning" being offered in the fall of 2011. The course examines how teachers can successfully teach students from diverse backgrounds. It aims to help future teachers develop culturally responsive teaching practices. Key topics covered include understanding sociocultural identity and diversity, implications of diversity for education, and qualities of culturally responsive teachers.
curr 509
The document discusses the need for a coherent approach to educating culturally responsive teachers. It notes that the K-12 student population is becoming increasingly diverse in terms of culture, language, and ethnicity, while teachers remain mostly white and middle class. Simply adding a course on multiculturalism is not enough. The document outlines three key aspects of educating culturally responsive teachers: 1) developing sociocultural consciousness, 2) having an affirming attitude towards diverse students, and 3) committing to act as agents of change. It also discusses the importance of teachers fostering multilingualism in their classrooms.
Presentation1
First presentation for class - including the introduction and the first tow chapters of the book - Educating Culturally Responsive Teachers by Villegas and Lucas.
Educating
Educating Culturally Responsive Teachers focuses on preparing teachers to be culturally responsive. It discusses the growing diversity in US classrooms and the need for teachers to understand students' cultural backgrounds. The first two chapters introduce a framework for developing teachers' sociocultural consciousness, with the goal of helping all students learn regardless of their race, ethnicity, social class, or language background.
More from schwarzerd (9)
Educating Culturally Responsive Teachers - intro chap 1 & 2
Educating Culturally Responsive Teachers - intro chap 1 & 2
Recently uploaded
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
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.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The Diamonds of 2023-2024 in the IGRA collection
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.
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Recently uploaded (20)
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Translingualism
- 1. “ Translingual Education as a Phenomenon, a Methodology and an Ideology to Promote Social Justice and educational renewal” National Network for Educational Renewal 2011 Annual Conference David Schwarzer – Mary Fuchs – Chris Hermosilla Montclair State University
Editor's Notes
- This restaurant is an excellent example of linguistic diversity in Harrison and the of the fluidity of translingualism. Initially from the exterior, it appears the restaurant serves (and delivers) Chinese food. The yellow sign includes both Chinese characters and English words.
- But a closer glance reveals the restaurant, which is Chinese-operated, also serves Peruvian-Chinese fusion food. In the 19 th and 20 th centuries, Chinese immigrants in Peru began to use Peruvian ingredients for their cooking and Latin American cooking techniques. As a result, “chifa” or “chaufa” was born. The two words, “chifa” or “chaufa” come from a Spanish pronunciation of the Mandarin words, “chi fan” or “chao fan,” meaning “to eat rice” or “fried rice.” This sign, therefore, is not only evidence of a Peruvian community In Harrison, but also the mixing of a Chinese-American restaurant with Peruvian-Chinese fusion food. For example, the sign here is in English, Spanish, and a Spanish pronunciation of a Chinese word. “Seafood” is English, “Arroz” is Spanish for rice, and “Chaufa,” meaning the rice is specially prepared.
- Much like the Chinese/Peruvian restaurant, this Harrison storefront displays a combination of words and phrases from multiple languages. The store offers a variety of services – it is a travel agency and bank, which the owners have signified with English words like “travel” and “money transfer.” The store also advertises access to the internet, with Spanish words and phrases, like “internet café” and “cyber café.” Other phrases like “fax, copias & P.O. Box,” are a fluid mixture of English and Spanish. Most importantly, this sign was purposely created by the store owner in a permanent manner, by affixing adhesive letters to glass and ordering a printed plexi-glass sign. The design was created and assumingly vetted by a number of people, members of the community who approved of the language use inherent in it.
- In our final example, we compare the efforts of a furniture store, whose owners presumably do not speak Spanish, in their efforts to communicate with the Spanish-speaking community in Harrison. Here, five different signs indicate Paiva ’s Furniture store has moved around the corner, in Spanish, Portuguese, and English. The Spanish sign reads “Vaya a arrinconar y despues a hacer una izquierda, al lado de Elks.” If you plug this sentence into an online translator, it means “Go to corner and then make a left next to Elks.” But in Spanish, the sentence sounds rather clumsy. If the owner was Spanish-speaking, he would most likely write the sign as, “Ir a la esquina y girar a la izquierda, estamos al lado de Elks.”