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ESOL
What is the first step in getting a child identified as in need of ESOL services?
The first step in identifying students with limited English proficiency is to screen all students from a non-English language background" whose main language is not English, where English is not spoken in the home as the primary language, or who speak a language other than English in most of their daily social interactions ("Step One: Identification." State of Vermont: Education, 1994).
Explain what the difference is between Deep Culture and Surface Culture. Give 3 examples of each.
Deep culture relates to "the non-tangible aspects of culture such as feelings, emotions, attitudes and rules for interaction. They are not seen at the surface level and they are not taught," while surface culture is merely "the visible aspects of culture such as food art, dress, holidays, language," or what one might call the trappings of culture and cultural difference ("ESL Terminology," ESL Terms, University of Vermont, 2007).
What are stereotypes and why are they dangerous?
Stereotypes are preconceived notions about how someone should look, think, or act based upon their membership in an ethnic, religious, racial, or other type of social group. Stereotypes have proven dangerous because they prevent communication, create barriers the mutual recognition of humanity between individuals of different groups, and have been used to justify violence, or the denial rights and opportunities to certain individuals
Where do most of the new words in English come from today?
Most of the new words today are of foreign extraction.
What are pro-mimics? What does it have to do with teaching?
Using mimicry is one way to encourage ESOL learners to become more comfortable with the sounds of English speech. Using words that sound like what they mean, like onomatopoeias, and encouraging students to repeat the words of native speakers, encourages familiarity with the language.
Works Cited
Step One: Identification." State of Vermont: Education. 1994. 21 Oct 2007. http://education.vermont.gov/new/pdfdoc/pgm_esl/guide_94/guide_94_05.pdf
ESL Terminology." ESL Terms. University of Vermont. 21 Oct 2007. http://education.wsu.edu/esl/ESLterms.html
teachers address English as a second language must be considered. Traditionally, teachers of English as a second language (ESL) have used grammar exercises in an effort to teach children how to speak, read, and understand English (Adesope, et al., 2011; Iwai, 2011; Kumaravadivelu, 2012). While that may have seemed like the best choice, it has been shown in multiple studies not to be an effective means of actually teaching
Brevity is also necessary because reading for content and for linguistic problem solving is the focus" (Kruger). In contrast to the brevity of the intensive program the extensive program "consists of longer selections, that are assigned to be read outside of class, like novels or short stories" (Kruger). Of course a major goal of the program was English language knowledge and reading comprehension, but "Vocabulary building is an intrinsic part
Phonetic reading methods are actually older than the whole language approach: "The traditional theory of learning established in the 19th century draws on the notion that children need to break down a complex skill, like reading, into its smallest components (letters) before moving on to tackle larger components (sounds, words, and sentences). Phonetic reading instruction applies this theory; children are taught to dissect unfamiliar words into parts and then join
(Echevarria, Short & Powers, 2006) References Arriaza, G. (1997). Grace under Pressure: Immigrant Families and the Nation-State. Social Justice, 24(2), 6+. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33, 3-15. California Department of Education, Educational Demographics Unit. (2004). Statewide Stanford 9 test results for reading: Number of students tested and percent scoring at or above the 50th percentile ranking (NPR). Retrieved January 5, 2007, at http://www.cde.ca.gov/dataquest/ Echevarria, J.,
We know this situation is particularly critical for special education, ESL, and bilingual teachers. Although these teachers require an even deeper understanding of reading, language, curricula, and instructional practices than do mainstream teachers, in fact they have even fewer opportunities in their preparation programs to acquire this expertise." (RAND, nd) The report states that as well that grade retention does not result achievement in reading on a long-term basis
The LDDI results were rated separately and were compared with an inter-rater reliability of.99. Results were categorized independently and were then categorizations in three areas were compared: positively identified, not identified, and questionable. The LDDI is a survey instrument with six independent scales used to identify specific learning disabilities. These scales include: Listening, Reading, Writing, Mathematics, and Reasoning. Each scale has fifteen items associated with behaviors that typically indicate specific