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Humanistic theories put learning material into perspective, and cognitive theories allow students to draw meaningful connections between concepts and transcend language.
2. a.
Reads for comprehension. A student who reads for comprehension is practicing a skill in quadrant D: the most difficult for ELLs because of the lack of contextual cues and the cognitive difficulty of the exercise.
A b.
Acts out a historical event. A student acting out a historical event is performing an exercise in quadrant C, because the event itself might seem meaningless but the play-acting is fun.
A c.
Points to items in the classroom. Depending on how the exercise is structured,...
Therefore, pointing to items is a Quadrant a exercise.
A d.
Writes short paragraphs. Writing short paragraphs will be a Quadrant D. activity unless the ELL has already grasped a basic enough understanding of the language.
A e.
Watches a movie with academic content. Watching a movie will also be a Quadrant D. activity because of the lack of contextual cues and the challenging content.
A f.
Participates in a baseball game. Sports fall into Quadrant a.
A g.
Listens to a lecture on the atom. A lecture on atoms is clearly a Quadrant D. activity.
Part Two a. Read with pictures or aloud using contextual cues.
d. Write short paragraphs in a collaborative learning exercise with cognitive supports and contextual cues.
e. Select academic movies with strong visual content that transcends language g. The lecture should contain as many visual cues as possible to provide the necessary context for the cognitively challenging exercise.
Late-exit programs differ from early-exit programs in the amount and duration that English is used for instruction as well as the length of time students are to participate in each program (Hawkins, 2001). Students remain in late-exit programs throughout elementary school and continue to receive 40% or more of their instruction in their first language, even when they have been reclassified as fluent-English-proficient (Hawkins, 2001). Two-way bilingual programs, also called
The first example is her sentence structure. The sentences are complete but simple. For example she wrote, "The boy is mopping." It is clear that this student understands how to combine words and punctuation to form sentences but the words used are basic vocabulary and the sentence is using only introductory English words. The second example of her emerging level is her vocabulary. In one sentence she wrote, "The
Vocabulary Acquisition by English as a Second Language Learners This chapter provides a review of the relevant peer-reviewed and scholarly literature concerning vocabulary acquisition and English language learners and a discussion concerning Web-based vocabulary platforms including several representative examples as well as their potential for contributing to English language learner (ELL) student success. Finally, an analysis of pedagogy and technology integration in language acquisition is followed by a summary of research
Education The English language learner (ELL) student population continues to grow at a higher rate than the student population does as a whole. According to the National Center for Educational Statistics the general population grew 9% from 1993 to 2003, while the ELL population increased 65% during that same time. The ELL student population is estimated to now include 10% of all students (English Language Learners, 2005). ELL students face the challenging
exist about middle school ELLs' vocabulary acquisition through the use of web-based vocabulary platforms. What the past research or approaches on language acquisition (either through technology or through some other form) has focused on. Also, what research has there been in the state of Maryland's school district Prince George's county, if any. There is certainly a wealth of research when it comes to web-based vocabulary learning platforms. One such example
WEBINAR ELLs (English Language Learners) face manifold challenges in the current teaching construct across 46 states in the country in spite of the new Common Core State Standards (CCSS) applied there. The standards, by their own admission, do not attend to the challenges faced by the ELLs in accessing support for improving knowledge or skill accumulation. ELLs need to develop reading and writing skills and fluency, vocabulary and literacy components that