Perfect
When it comes to present perfect, it is important to note that the tenses of verbs and the specificity via which a prior event is describe is pivotal. Indeed, under the present perfect paradigm, it is important to use the words "has" or "have" but one would not be more specific than that when it comes to the timing of the event as that would be outside the present prefect framework. For example, to say that "I have seen that movie about ten times" would be an example of present perfect. For someone to say "I saw that movie last week" would not be (English Page, 2016).
The language of English is one of the most widely spoken languages in the world. However, it is also one of the toughest to learn. Because so many parts of the world use English as a primary or supplementary language, it is very…...
Psycholinguistics: A eview
Gamez, P., Lesaux, N., izzo, A. (2016). Narrative production skills of language
minority learners and their English-only classmates in early adolescence. Applied Psycholinguistics, 37: 933-961. DOI: http://dx.doi.org.proxy.tamuc.edu/10.1017/S0142716415000314
The study by Gamez, Lesaux and izzo (2016) compares early-adolescent Spanish language speakers to same-age English-only language speakers in terms of narrative production skills. The researchers provided the subjects with picture books and then asked them to produce a narrative based on the pictures. What the researchers found was that the Spanish language speakers and the English language speakers utilized the same story structure in the creation of their narratives. Both groups produced narratives that had a "goal -- action -- outcome framework" (p. 952). However, the Spanish language speakers had less grammatical diversity than the English-only speakers; they demonstrated a tendency to revise and to commit errors when using prepositions; also, their narratives were longer than those produced by the English-only speakers.…...
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References
Gamez, P., Lesaux, N., Rizzo, A. (2016). Narrative production skills of language
minority learners and their English-only classmates in early adolescence. Applied Psycholinguistics, 37: 933-961.
Further, it is in this stage that instructors have the ability to widen the instruction significantly to incorporate many activities that allow students to practice their new knowledge in a variety of different ways and with focus on a variety of different subject matters.
In viewing the basic theoretical and practical-use background of the Natural Approach of Language Teaching and Learning, one can understand that basic functions that allow students the ability to hone new skills in a non-threatening environment. However, despite significant praise in the teaching community regarding the success of the Natural Approach, the method's critics still exist. Due to this, it is crucial to understand the advantages as well as the disadvantages that exist when the Natural Approach is employed in a language learning environment, especially in dealing with English as a second language.
Advantages and Disadvantages
In beginning to understand the overall value of the Natural Approach, one…...
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Works Cited
Canale, Michael and Swain, Merrill. 2002. "Theoretical Basis of Communicative
Approaches to Second Language Teaching and Testing," Applied Linguistics: 1(1): pp. 1-47. Retrieved from: / CanaleSwain.80.pdf [Accessed on 17 February 2012].https://segue.atlas.uiuc.edu/uploads/nppm
Clandfield, Lindsay and Meldrum, Nicola. 2012. "One-to-one methodology: advantages and disadvantages for students." Retrieved from: .com/business/teaching-approaches/teaching-one-to-one/methodology/one-to-one-methodology-advantages-and-disadvantages-for-students/144655.article [Accessed on 19 February 2012].http://www.onestopenglish
Gebhard, J., Gaitan, S. And Oprandy, R. 1990. "Beyond Prescription: The Student
Progression and Foundation of Language
Concept/topic
Learning of primary language complements skills development; this includes learning about language, as well as learning other subjects in the school curriculum via language. Language learning facilitates general literary skills and allows children to revert to, and strengthen skills and concepts studied through their first language (The National Strategies Primary, 2009).
Curriculum is enriched by language learning. Teachers as well as children find it fun and challenging, and display enthusiasm towards language; this leads to creation of interested learners and the development of positive attitudes towards learning languages, all throughout one's life. A natural link exists between language and other curricular areas, and this enriches the overall teaching-learning experience. Proficiencies, understanding, and information learned through language contribute greatly to literacy and oracy development in children, as well as to better understanding of one's own and others' cultures. Language is also integral to community and individual identity. Learning…...
Sometimes students have obstacles to contend with as they enter school. One such barrier can be language. The student I worked with is a Chinese first year student who is attempting to assimilate to AP class schedules. He is a 14-year old interested in learning the English language and is having problems not only learning the language but balancing out the needs of his identity versus the American culture. English Language Learners often must contend with several influences and deal with a new culture that may seem dauting and stressful[footnoteRef:1]. His name is Bo. [1: Larry Ferlazzo, English Language Learners: Teaching Strategies That Work (Santa Barbara, Calif: Linworth, 2010)]
Bo recently immigrated to the United States with his family two years ago. While Bo has learned conversational English and some grammar, he still has problems writing in English. The way to write simplified Chinese is different than English and so he…...
Linguistics-Based Intervention Plan
English Language Learner Information: Native Spanish speaker, male
Age/Grade: 7th grade
Overall English Proficiency Level: Moderate
English eading Level (if doing a reading intervention): 7th
English Writing Level (if doing a writing intervention): 5th
Targeted Area of Weakness in eading or Writing
(e.g., grammatical structures, use of reading skills and strategies, writing structure or organization, vocabulary acquisition, etc.)
Grammatical structures -- syntax
Evidence from Linguistics in egards to that area of weakness (Summarize here in bullet point form.)
• Student shows limited ability to identify parts of speech
• Student does not link words appropriately in writing
• Student does not use phrases properly
• The goal is for the student to acquire understanding of syntax
Plan Using Evidence from Linguistics to Address Weakness (indicate in parentheses where procedures match up with the evidence from linguistics delineated above)
The procedure to teach syntactical skills to the ELL will begin with the teacher showing how to diagram a simple, compound and complex sentence…...
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References
Freeman, D. E. and Freeman, Y. S. (2014). Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, Grammar. Chapter 6., Portsmouth, NH: Heinemann.
Krashen, S. D. (2003). Explorations in Language Acquisition and Use. Portsmouth, NH: Heinemann.
ELL Case Study: JavierPart 1Javier (a pseudonym to protect his identity) is a 17-year-old student in the 12th grade, attending a high school in a medium-sized town in the Midwest. Born and raised in Mexico, Javier\\\'s journey to the United States began four years ago, and it marked a major transition in his life and education.Background and Family LifeJavier comes from a close-knit family and is the youngest of three siblings. His early education was completed in Mexico, where he attended middle school before relocating to the U.S. Initially, Javier and his parents, who are employed in a local factory and possess basic literacy skills in Spanish, lived in Arizona. His parents\\\' proficiency in English is limited, which influenced the language dynamics at home, predominantly Spanish.After a couple of years, Javier moved to Indiana to live with his sister and her family. This shift introduced him to a bilingual environment,…...
Learner Analysis
When presented with a teaching situation, one of the major challenges teachers must deal with is the various and often divergent sets of needs inherent in each student. Nevertheless, the University of Alberta (2001) emphasizes that teaching should be conducted around learners and their needs rather than around the text or teacher. Hence, learner analysis is a vital component of teaching effectively.
According to the University of Alberta (2001), there are various perspectives on conducted learner analysis, also known as audience analysis, in the classroom. Often, these begin with an assessment of the basic characteristics in learners that are considered to be important in an analysis of their needs. Some, for example, identify two basic types of learner-related characteristics: Prerequisite knowledge, skills and attitudes, and other learner characteristics such as their demography, psychology, aptitudes, experience, learning styles, and so on. Both these basic sets of characteristics should be taken into…...
auditoy leanes), motivation and pesonality such as extovesion vs. intovesion, although the aticles' authos suggests that tailoing mateial to expessed leane pefeences ae not always the best ways to achieve positive outcomes. Leanes ae not always clea as to thei tue leaning oientation and leane styles ae not 'fixed' but may vay accoding to the type of media used and the subject mateial. Using a vaiety of media may be a moe effective appoach fo educatos, and thinking in tems of 'appoaches' that can change, athe than fixed student leaning styles.
One fequent fustation expessed by online instuctos is the absence of immediate feedback fom thei students. Undestanding individual students can help the teache modify instuction, even without the immediate esponse povided by eye contact in the classoom. It is essential that moments exist within the online pocess when students can communicate that they do not undestand, while in the…...
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references alone but must keep a real-world and virtual ear upon the students to shift his or her learning strategy. Understanding overall learning process required of the subject material and the need to modify the learning approaches to meet the unique demands of the instruction in its particular venue and format is essential. Simply knowing a learning 'style' of a student is not enough, and a label can be misleading. As more students must learn independently, greater knowledge of how the learner functions and the use of different settings are required, and the article calls for more extensive into how to create a more effective learning environment that uses a diversity of approaches to convey content.
Being aware of these different types of learners in the classroom will help the teacher plan ways to motivate students and promote a positive attitude.
Motivation and attitude in the classroom is frequently linked to other factors in the students' lives such as culture, ethnicity, language skills, and socio-economic issues ("Analyze Learners," 2001). Being aware of the diversity in the classroom will assist the teacher when designing the program. For instance, different cultures place value of different things. It is the teacher's and the district's responsibility to be aware of the ways that certain cultures perceive learning and education. If teachers are not familiar with this information about a group of students in their building, the district should provide some staff development to assist teachers in understanding the culture. Providing this kind of support should not stop at culture and ethnic differences, but it should extend to socio-economic factors. As…...
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References
Institute of Electrical and Electronics Engineers, Inc. (August, 2001). Analyze Learners.
Chinese as the native language and culture to research. Include such information as the need to communicate, social organisation (tribes, cities, etc.) contacts with other cultures, development of a written language, nonverbal aspects of language (such as inflection and body language), changes over the centuries, etc.
Chinese culture and language
Chinese cultural values play an important role in shaping the community's social norms, with the majority of individuals in China being inclined to take on attitudes that are in accordance with their traditions. Chinese language needs to be understood as being much more than a dialect, as it has a strong socio-cultural effect on its speakers and as it affects individuals in a cognitive-linguistic way. The impact of such ideas on concepts such as people, families, and communities can be observed by addressing the way that they function with the language as a central model facilitating better connections between bodies.
This essay…...
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Works cited:
Gu, S. (2011). "A Cultural History of the Chinese Language." McFarland.
He, A.W. & Xiao, Y.(2008). "Chinese as a Heritage Language: Fostering Rooted World Citizenry." Natl Foreign Lg Resource Ctr.
Postiglione, G.A. (1999). "China's National Minority Education: Culture, Schooling, and Development." Psychology Press.
Wang, Y. (2013). "Language, Culture, and Identity Among Minority Students in China: The Case of the Hui." Routledge.
Learning Problems vs Language Problems
The objective of this study is to examine how learning problems and language problems are related. Specifically considered will be the fact that when students who are learning English as their second language and who are experiencing academic or behavioral difficulties that the teacher and the school's problem-solving teams must examine whether these problems are related to learning a new language or whether the problems may be due to cognitive delays or developmental delay or disability.
The work of Fisher ( nd) entitled "Assessing English Language Learners for a Learning Disability or Language Issue" states that English language learners all "with learning disabilities...too often...fall through the cracks." (p.13) The reason stated for this is that these learners are often considered to be "slow English learners, or they may be in a school district that does not have enough resources to test them in their L1 for learning…...
Cultural Case Study: Maria
This cultural case study examines the language competencies, social and human capital assets of a Spanish immigrant to the U.S. named Maria. She is 16 and lives in a community where the Hispanic population is considerable. Her family is supportive and engaged in her life and she receives substantial assistance from them. She is motivated and does well in her studies. She is able to practice her L1 and her L2 all the time thanks to a school that is good at helping ELLs and a community that shares in her ethnic background where her L1 is still commonly used among the inhabitants. This paper also provides some simple suggestions for what the school could do to continue to help Maria to achieve her objectives.
Introduction
Maria is an ELL who has a strong personal and cultural identity. She is Hispanic -- an immigrant from Spain -- and is…...
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References
Anderson, V. & Garrison, J.M. (2014). Language and Culture Vignette, Week 1. EDUC
Pettito, L. A., & Kovelman, I. (2003). The Bilingual Paradox: How signing-speaking
bilingual children help us to resolve bilingual issues and teach us about the brain's mechanisms underlying all language acquisition. Learning Languages, 8(3), 5-18. [PDF]
Action Research Proposal
The number of school-age English Language Learners in the state of Alberta is increasing at a fast pace. As these students begin studying, they experience a great deal of challenges, which can impact the acquisition and learning of the English language (New York University, 2018). In particular, one of the key challenges faced by these students is pronunciation. What is more, unlike mathematics, English language does not have a material set of rules or guideline as to what sound every letter of the alphabet signifies. For instance, the letter e can be pronounced as e, eh. In addition, the tenses of verbs can also hamper learning. Cultural differences also play a key role in acquisition of the English language (Wold, 2006). There have been deliberations regarding the most efficacious approaches of second language instruction. Picture seeing texts and hearing sounds that do not correspond with those that are…...
Highly Effective Unit PlanAuthorFirst and Last Name: Bria GayleSchool Name: N/ASchool District: New York City Public SchoolsSchool City, State: The Bronx, New YorkClassroom InformationSubject AreaSocial StudiesGrade Level(s)KindergartenUnit OverviewUnit TitleSelf and OthersUnit SummaryIn this Unit, four topics will be covered: 1) self-identity, 2) diversity, 3) American symbols, and 4) the United States flag (American flag). Students will draw and label body parts, learn a new song about diversity, listen to stories, color the bald Eagle and the American flag, and make the United States flag. Overall, students will learn the following: To draw and label ears, nose, mouth, eyes, and hair. To describe their interests and unique talents. To identify and explain the meaning, the American flag, the Statue of Liberty, the liberty bell, and the Bald Eagle.Building the FoundationHabits of Learning Taxonomy Citizenship skills Coloring skills Drawing skills Listening skillsUnit Common Core Standards [eading, Writing, Listening, Oral]eading Standards:Key Ideas and…...
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Resources) American flag coloring pageCrayonsBlue plastic plates7 red ribbons per student6 white ribbons per student13 foil star stickers per studentTapeSteplarF is for Flag by Wendy Cheyette Lewis Grouping Strategy: Describe how you will group students to facilitate the learning of the outcomes of this lesson. What is the rationale for the grouping strategy?(1e: Designing Coherent Instruction) Academic Vocabulary: What key terms are essential to this content? What terms are essential to develop and extend student\\\\\\\\\\\\\\\'s vocabulary?(1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students) Colony and Independence Lesson Procedures: The procedures should clearly describe the sequence of learning activities and should identify where and how all materials, technology tools, and student-created technology products and reproducible materials/handouts are utilized in the lesson. Describe the lesson sequence: · How will the lesson launch? · How will the material be presented?· What questions will be posed to the students? What are the expected responses? · How and when will the teacher model?· What opportunities will there be for guided Practice, group work, and individual Practice?· How and when will you monitor student understanding throughout the lesson?· What opportunities will there be for reflection and closure?Include approximate time allocations for each portion of the lesson. Be very precise when explaining the teacher and student tasks during the learning activities.Lesson launch (5 minutes)The teacher will display the classroom flag where each student can see. Students will be asked to describe the U.S. flagStudents will recite the Pledge of AllegianceTeacher Modeling (15 minutes)Show the cover of F for Flag by Wendy Cheyette LewisThe students will be asked to describe the cover of the bookThe teacher will read the book while pausing to explain key termsThe teacher will inform the students how our forefathers created 13 coloniesThe students will be asked to guess what a colony I.S. The teacher defines a colony. Explain to students why the U.S flag has 50 stars. Students watch the American flag riddle video(1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction) Guided Practice (15 minutes)· Making the U.S. flag. Independent working time (10 minutes)· The teacher will give each student the U.S. flag coloring sheet. · Each student will use crayons to color the flag correctly. · The teacher will ask the students to refer to the classroom flag when choosing colors. Differentiation: Describe how you will differentiate instruction for a variety of learners, including students will special needs, English Language Learners, and high achieving students, to ensure that all students have access to and can engage appropriately in this lesson. Be specific.(1e: Designing Coherent Instruction) Assessment Criteria for Success: · How and when will you assess student learning throughout the lesson (formative)?· How will you and your students know if they have successfully met the outcomes? · What are the criteria for mastery of the lesson outcome(s)? · Describe any (formative and summative) assessments to be used. (1f: Designing Student Assessments) The teacher will ask each student to wave their banner gently.Students will be asked why the U.S flag has 13 stripesStudents will be asked why the U.S flag has 50 starsStudents will be asked to define colonies and IndependenceStudents will be asked to say the Pledge of Allegiance as they hold the banner. Anticipated Difficulties: What difficulties or possible misunderstanding do you anticipate that students may encounter? How will you prevent them from occurring?(1a: Demonstrating Knowledge of Content and Pedagogy) Reflections: List at least three questions you will ask yourself after the lesson is taught. (4a: Reflecting on Teaching) Preparing a UnitUnit 1Phase 1: Deciding on the objectives of the topicUnit Title: Self and OthersGrade level: KindergartenApproximate Time Needed: 2 monthsMain idea 1: Children\\\\\\\\\\\\\\\'s sense of self is shaped by experiences that are unique to them and their families· Individuals have talents· People have physical characteristics: height and hair colorMain idea 2: Symbols and traditions help develop a shared culture and identity within the United States· Important Symbols of the United States· The U.S flag has parts (stripes and parts)Skills to be developed: Citizen skills to be developedPhase 2: Determining AssessmentSummative Assessment:1. Students will have a journal entry that will be tied to the content. This will allow students to begin to think about the topic and reflect. This will show the teacher where the student is. (A mini diagnostic)2. Students will read a storybook related to the concept topic of the day for each lesson plan. Students and teachers will have a classroom discussion on the focus question that the teacher will ask the student after they read the book. This will serve as an informal assessment to see student understanding before the lesson. 3. Students will be given an in-class reading that will be read together as a class. Each reading will be given guided questions that will show the teacher who comprehended the lesson of the textbook. The guided questions will be graded on the student\\\\\\\\\\\\\\\'s notebook.4. Students will be assigned a mini project, whether it is the partnering up to complete. The teacher will monitor students as they work and will workaround to see if the students need help or have questions. The teacher will observe each student\\\\\\\\\\\\\\\'s work. The teacher will grade each activity or mini-project before going over the answers or work. 5. Students will receive an exit ticket/quiz after instruction is done. End of Unit Task: Students will be asked to answer questions the following four questions: End of Unit Rubric:Phase 3: Selecting Instructional Courses. Diversity· \\\\\\\\\\\\\\\"Everyone belongs\\\\\\\\\\\\\\\" song All are Welcome by Alexandra PenfoldIdentityI Like Myself by Karen Beaumont https://www.youtube.com/watch?v=kTLxkMa0XDk United States Symbols· American Symbols cards· Statue of Liberty worksheet· American flag coloring pageMaking the U.S flag· F for Flag by Wendy Cheyette LewisPhase 4: Choosing appropriate learning activities4 Lesson plans attached.Activities: oral/ written activities and exciting and construction activities. Differentiated instruction· Children with special challenges All stories and text materials will be read in class. Children with special challenges will strategically be placed with students on grade level so that the students can get help when they need it. Additionally, they will be given a sheet of with vocabulary definitions so that they can refer to it · children who are ELLs· Children who are struggling (RTI)· Children who are performing above grade level (will be given modified questions that are more challenging and appropriate for their performing level for their activities in journal/ class/ homework. Phase 5: Completing the unit plan4 lesson plans attached. This U.S. flag is also known as the American flag. The flag includes thirteen horizontal stripes that are red and white. These stripes symbolize the initial states in the Union. Moreover, a blue rectangle, including 50 white stars; these 50 stars symbolize the 50 states in the U.S. American flags are shown all over the country, including many public places like government buildings, schools, libraries, among other places. The Statue of Liberty is made of copper, and it is locatedin New York City. The statue is a robed female whorepresents a Roman Goddess and is holding a torch in herhand. The Statue of Liberty was a gift given from Franceand represents freedom and the United States.Inscribed on the statue is the date July 4, 1776; this isthe date of the American Declaration of Independence. Wecelebrate this event every 4th of July.The Bald Eagle, the national bird, and animal for thethe U.S. On June 20, 1782, the Bald Eagle was chosen as the emblem of the United States because it represents strength, long life, majestic looking, freedom, and exists here in the U.S. You can find the bald Eagle on coins, the Great Seal, and even dollar bills.The Liberty Bell is a representation of American freedom and Independence. It is situated in Philadelphia, Pennsylvania. The Liberty Bell is significant as it symbolizes an end to slavery in America.https://www.youtube.com/watch?v=nJ1QEE_RXP8 ·
1. Analyzing the use of figurative language in WIDA language assessments 2. Exploring the role of syntax and sentence structure in WIDA writing prompts 3. Investigating the inclusion of literary devices in WIDA reading passages 4. Discussing the importance of vocabulary acquisition in WIDA language development 5. Examining the integration of cultural elements in WIDA language arts tasks 6. Evaluating the effectiveness of incorporating multimedia resources in WIDA language assessments 7. Comparing the language skills developed through WIDA assessments with traditional language arts instruction 8. Exploring the connection between WIDA language proficiency levels and academic achievement in language arts 9. Investigating the impact of language arts instruction on....
When creating a lesson plan, it is important to follow a structured format to ensure that all necessary information is included. Here is a step-by-step guide on how to create a comprehensive lesson plan:
1. Title: Write a descriptive title for the lesson plan that summarizes the topic or objective of the lesson.
2. Objective: Clearly outline the learning goal for the lesson. What do you want students to know or be able to do by the end of the lesson?
3. Materials: List all the materials, resources, and technology that will be needed for the lesson, including any handouts, worksheets, or multimedia....
1. The impact of cultural diversity on English language learning in the United States 2. The role of technology in enhancing English language education in the United States 3. Challenges faced by non-native English speakers in the United States education system 4. The importance of English language proficiency for academic and professional success in the United States 5. The effectiveness of bilingual education programs for English language learners in the United States 6. The influence of socio-economic factors on English language learning outcomes in the United States 7. The benefits of English language immersion programs for non-English-speaking students in the United States 8. The role of standardized....
Essay Topic 1: The Role of Immersion in Second Language Acquisition: Exploring the Benefits and Challenges of Studying English in the United States
Introduction: Begin with a hook that highlights the importance of immersion in learning a second language. State the thesis statement: The United States provides an immersive environment that facilitates English language acquisition, but also presents unique challenges.
Body Paragraph 1: Benefits of Immersion Discuss the advantages of interacting with native speakers in everyday situations. Explain how exposure to authentic language promotes fluency, pronunciation, and cultural understanding. Cite research or anecdotal evidence to support the benefits of immersion.
Body Paragraph 2:....
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