List 4 examples of opportunties you have given students to listen to language at school. Ensure that you include one example that reflects the relevance to the student's culture and background.
A Jewish student, who attends Hebrew School classes in the evenings, shared information about the Hebrew alphabet and history about the Hebrew language with the class as part of a student-directed learning session. The entire class practiced reciting the alphabet, and we watched a short film that was in Hebrew with English subtitles so that the students could hear the language in normal use. This student was able to share the language as well as an important part of her culture with the class in a fun lesson.
One student who aspires to be a comic book artist is very enthusiastic about Japanese anime and Japanese "manga" comic books. He brought authentic Japanese anime videos and manga (not the Westernized versions that most students have already been exposed to) to the class. The students were able to hear the language in use in the dialogue of the video as well as in the lyrics from the soundtrack, and the student who brought in the material also practiced reciting a small amount of Japanese.
3- Our class daily does out loud readings individually, in groups, and as a whole. Students are able to hear the differences between common spoken English, formal spoken English, and developed vs. developing reading of English.
4- Students are exposed to Spanish, French, German, and other foreign languages in various multicultural lesson plans, videos, music, and guest speakers that visit the classroom.
2.a) Select a student with particular interests and needs from school.
Name 3 resources that you have used that are appropriate to support language skills for this student.
The student mentioned previously who is very enthusiastic about Japanese language and arts has particular interests in language skills. Because his interest is in learning a non-Western language, it is important that we keep his interest in learning language by focusing on linguistic theories and philosophy that apply to both languages. By using reading material about Japan, the student is kept interested in reading English. The student makes frequent use of the Internet, school library, and the teachers and aides to access information about language.
2.b) Explain why you consider these resources to be appropriate for this student.
The Internet provides a lot of information on the subjects the student is interested in, while the school library use ensures that he is also using school-approved and reviewed language sources. Using the teachers and aides as a resource gives the student guidance and human interaction.
3. Give an example of how particular activities in school link to the development of language skills.
Drama, debate, foreign language clubs, book clubs, and choir are among the school activities that help students develop specific language skills.
4.a) Identify a language programme within school that the teacher uses in there classroom.
The teacher uses a Spanish language programme in the classroom to help expose students to Spanish as a second language.
4.b) How is the programme implemented by the Teacher and Teachers'
Students are exposed to Spanish through videos and sound recordings, as well as out loud readings done by the teacher and Aide. Students learn vocabulary words through fun activities, games, and worksheets. Students will earn credits for memorizing Spanish limericks and literary passages to help them develop their ability to memorize and repeat the language. Students are tested on their Spanish learning through periodical skills checks.
5.a) List 3 ways in which you have encouraged a student to understand the language being used within this programme.
I have encouraged students to understand the language by speaking to them in Spanish alone and using nonverbal queues to help them pick up the meanings of words without breaking into the "easier" English. Students are given positive feedback and support for their development with the language, and encouraged to share Spanish reading and audiovisual materials with the class that they bring in.
5.b) understanding of language will vary according to two aspects of development. Record these two elements below.
6.list 3 verbal and non-verbal communication strategies you have used in your workplace that have supported a student's learning programme.
Nonverbal communication strategies to help support student learning include using pantomime and visual clues to help students understand the meanings of both foreign language words and English vocabulary words alike without simply telling them the answer. Verbally, I do not shy away from using new vocabulary words or complicated sentence structure with the students in conversation and lessons so that the students can pick up on the use of these words and grammatical styles through regular exposure. Parallel communication is also an important communication strategy to aid student learning.
7. Record two ways that you have extended a student's language
By regularly introducing students to a wide range of vocabulary words and sentence structures, students have their understanding of language extended. Also, by discussing linguistic theory, phonetics, and other language study topics, students gain insight into the history and significance of language.
8. Students are encouraged to explore their thoughts, feelings, and emotions. How will this expression assist their language development?
Students will find language to be pleasant, liberating, and useful when they are allowed to use it freely to discuss important topics such as their thoughts and feelings, rather than only being allowed to use language to talk about what other people want to talk about. Language will become associated with free thought processes rather than just being a mechanical repetition of sounds.
8.a) Explain why students need to be given a variety of opportunities to develop their understanding of language.
Every student has a different learning style and will respond to different teaching approaches. By giving students a variety of opportunities to develop their understanding of language, not only do things stay interesting through variation, but different learning styles will be covered and more of the students will be likely to pick up on the material. The reiteration of language, without numbing repetition, will also help students to fully embrace the concepts into their long-term memories and understanding.
8.b) List 5 ways (techniques) to assist in determining the students' understanding of language. Then write down an opportunity next to each of these techniques that could assist in developing the student's understanding.
1- Worksheets. Students can complete learning exercises on worksheets that are both fun, such as crossword puzzles or word searches, and educational.
2- Essays. Students can write original essays both on the subject of language, and in the writing itself developing language skills.
3- Oral presentations. Students can make oral presentations on a wide range of topics, which helps them to develop their spoken language skills as well as helping the other students learn through observation.
4- Multimedia. Students can observe and respond to multimedia lessons on language in many ways.
5- Creative contributions. Students can incorporate their learning about languages into various creative projects, ranging from traditional verbal arts such as poetry and stories, to more innovative incorporation of language into visual or other arts.
9. Language can be used in different ways when encouraging students to interact with others. Explain two ways that you have demonstrated this to the student have helped students practice healthy communication with each other and with their families and school faculty. I have used effective communication skills, such as listening carefully and asking questions, both with the students and with others in the presence of students.
10. Give a reason why non-verbal form of communication can be effective.
Words can have many meanings, and nonverbal forms of communication can be the clarification needed to get across the intended meaning of the words being used.
11.a) Explain a way that communication needs can be identified in your classroom.
Observing the ways that the students communicate, a teacher or aide can take note of communication barriers that exist and develop exercises that will help to develop healthy communication between the students.
11.b) Who is involved in the consultation process when identifying these communication needs?
The teacher, teacher's aide, and students.
12. Record 5 ways that you have provided language support to a teacher in your workplace.
1- One student has a very heavy foreign accent that the teacher has difficulty understanding. I am more able to understand this student on a regular basis and have interpreted his English for the teacher a number of times.
2- During a Spanish language lesson, the teacher was confused by some of the new vocabulary words. I took over the lesson because I was already familiar with them.
3- During the teacher's lesson, several grammatical errors were made. I took note of them and discussed these errors after class.
4- During a number of conversations and lessons, the teacher was unable to think of a word so I stepped in to provide the word for her.