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¶ … myths that are inherent in involving parents in their children's education (Samway & McKeon, 2007). The chapter begins with the assumption that student achievement is strongly correlated with parent involvement and discusses some of the issues or factors that are assumed to prevent parents from taking a strong role in facilitating learning with their children. These include reasons such as a lack of resources, transportation, time, motivation, English comprehension, and others. From my personal experience, I do feel as if most all parents care about their children's education, to a greater or lesser extent, and many of the issues presented are definitely barriers to their involvement.
Some of the information presented in this chapter seems pretty straight forward and intuitive. For example, if a translator is available for a parent that doesn't speak English, or speak English well, then this is definitely a valuable asset to have for meetings. However, one idea that I had not really considered was the effectiveness of the home visit. Teachers often have hectic schedules and their own personal responsibilities that can make home visits impractical. I also have felt that home visits could be perceived as being pretty intrusive and awkward for many parents. However, the evidence...
By making choices about what language that different materials are presented in, this automatically implies the value of different languages through the selection process. For example, if you teach only in English then this could be interpreted as English being the only language of value. However, some innovative teaching strategies have added bilingual or multilingual elements into the classroom which has shown to be a valuable tool in many ways.
For example, the European model has been shown to be effective in language learning by slowly increasing the content delivered in a second or third language. Furthermore, if the context supports it, then there are also other alternatives to choosing a delivery method. For example, in a Multilanguage group, the instruction could be delivered in different languages and then, through a subtractive process, slowly develop to the preferred language. In our case this would be standardized English and the subtracted languages would typically be different local dialects. This chapter helped me to realize the…
References
DeJong, E. (2011). Foundations for Multilingualism in Education: from Principle to Practices. Caslon Publishing.
Samway, K., & McKeon, D. (2007). Myths and Realities. Heinemann.
Language and Thinking Language is the one aspect, which distinguishes human beings from lower species of life (Faccone et al. 2000). Sternberg (1999 as qtd in Faccone et al.) lists its properties as including communication, arbitrary symbolism, regular structure, structure at multiple levels, generation and production and dynamism. Sternberg assumes that language is most likely acquired naturally from the environment where a person is raised as an infant. The stages seem
Language and Social Grouping Language is used differently in different geographic groups, ethnic, age, gender, and socioeconomic groups (Williams, 2010). Geographic groups use the same languages in different dialects that belong to the particular geographic regions. Within each language are many different dialects that have been formed with different geographic locations and cultures. Shared words, experiences, cultures, and expressions are ethnic and shared elements of the social fabric. Language of a common
Consider the fact that the Iroquois are said not to have had a strong word for the singular "I," and that they subsequently developed what was arguably the longest lasting communal representative democracy the world has ever known. The Inuit, whose culture revolves around the arctic world, have dozens of words for snow - this sort of technical knowledge allows quick and accurate transmission of conditions and training in
According to Bales, 1999, the concept behind SYMLOG is that "every act of behavior takes place in a larger context, that it is a part of an interactive field of influences." Further, "the approach assumes that one needs to understand the larger context -- person, interpersonal, group, and external situation -- in order to understand the patterns of behavior and to influence them successfully." With SYMLOG, measurement procedures are
Classroom Introduction- The way humans communicate and share ideas and concepts in society is complex. How are ideas conceptualized -- how are they explained -- how does discourse relate- and how do humans understand messages -- what is true about language- what is not? These are just some of the issues surrounding theories of language acquisition and development. However, a full review of all current linguistic theories is out of
As an analytic method it varies from the syntactic syllabus in simliar way as the practical and procedure syllabi, particularly in the supposition that the learner learns best when using language to converse about something. TBLT also is different from the two other logical curricula in a lot of ways. It differs from the procedural syllabus in that it stresses the importance of carrying out a needs analysis prior to