Phases of interlanguage development from the perspectives of utterance organization, function-to-form mapping, processability, developmental L2 errors, and L1 transference.
Phases of interlanguage development from the perspectives of utterance organization, function-to-form mapping, processability, developmental L2 errors, and L1 transference.
Ellevation webinar focused on helping ESL / ELL educators author goals for English Language Learners. Key topics include crafting SMART goals aligned to language proficiency standards, supporting access to the content of the Common Core, and using technology to track student progress against key language objectives.
Instructional Programs for English Language Learners (ELL)Ezr Acelar
Used for PEDA 213 (Language Programs for Secondary Schools)
Includes Introduction to English Language Learner Programs, Phases of EL Instructions, the different types of ELL Programs and discussions for each.
An overview of knowledge required by a teacher prior to teaching children of Non English Speaking Background (NESB). A comprehensive overview is provided here.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. Language Program Levels
• Beginning, pre-production, ELL 1
• Early Intermediate, Early production, or
ELL 2
• Intermediate, Speech Emergence, or ELL
3
• Early Advanced, Intermediate, or ELL 4
• Advanced, Advanced, or ELL 5
• Proficient, Fluent, FEP
3. • ESL/ELD/ESL is a subject area with their
own standards, curriculum, and time slot
• This can mean pull-out/push-in by ESL
specialist or taught by classroom teacher
• Secondary level has a class period
• Should be at least 30 minutes a day
• While moving from one ELP level to the next
students have content-area instruction with
ELD/ESL
4. Roles of ELD/ESL and
Content Teacher
ESL/ELD Teacher:
Content Teacher
• Focuses on language:
• Focuses on content:
math, S.S., Language
Arts, science
forms, functions, ELP
standards
• Prepares student for
language use in content
areas
• 30 minutes of ELD with
no more than 2 levels
• Content standards
• Sheltered strategies
• Reinforces &
practices language
from ESL class
5. Division of Language
between ELD & ELA
Teachers
English Language
Development (ELD)
• Focus on oral language
• Language functions
English Language Arts
(ELA)
• Punctuation and
capitalization
• Level appropriate forms
• Story structure
• Communicative competence:
grammatical, sociolinguistic,
discourse, strategic
• writing process
• naming parts of speech
• genres of writing
• content specific
vocabulary
6. Difference between ELD
and SI
ELD
Sheltered Instruction
• A language program
• A way to deliver
content lessons
for an ELL just as
Spanish I, II, or III is
a language program for
a Spanish language
learner
•Series of techniques
that teachers learn to
make the content they
teach more
understandable for
language learners
7. Effective Teachers of
ESOL
• Knowledge: bilingual politics versus
pedagogy
• Skills: sheltered techniques and
language and content objective
• dispositions: culturally competent
and advocates for educational equity
8. ESOL Terminology
• English to Speakers of Other Languages (ESOL)
•
•
•
•
•
•
•
•
Non English Proficient (NEP)
Limited English Proficient (LEP)
Fluent English Proficient (FEP)
Language minority (vs. language majority)
English Language Learners (ELLs)
English Learners (ELs)
English as a Second Language (ESL)
English Language Development (ELD)
9. Additive and Subtractive
Additive
Subtractive
• Adding L2 to L1
• Replacing L1 with L2
• Importance of English
in addition to home
language, not instead
of
• Linguistic and cultural
“Assimilation
•Multilingual ability
•Social and economic
benefits
• Home responsibility
to maintain native
language
10. Content Programs with
Subtractive Outcomes
• Structured English Immersion:
submersion aka sink or swim
• Sheltered Instruction: best
practices for ELLs
• Transitional Bilingual Education: early
exit
• English based programs for ELLS
11. Content Programs with
Additive Outcomes
• Developmental Bilingual Education:
late exit
• Two-Way Immersion: dual immersion
• Foreign Language Immersion:
bilingual immersion model
• Includes native English speakers
