Sentences with phrase «linguistic competence in»

On - line Tutorial: Cultural and Linguistic Competence in Early Childhood Mental Health Consultation

The NCCC and NTAC collaborate to conduct a range of activities to advance and sustain cultural and linguistic competence in the broad range of programs, organizations, systems, and constituents concerned with child and adolescent mental health.

Early childhood professional and service organizations have also set national standards for addressing cultural and linguistic competence in ECE settings.

Mental health practice disciplines, early childhood professional and service organizations, and competency - based preparation for infant and early childhood mental health consultants have set national, practice, or ethical standards for addressing cultural and linguistic competence in ECE settings.

The Cultural and Linguistic Competence Self - Assessment Checklist for Early Head Start and Head Start Programs is a tool designed to assist program staff to explore the ways in which they individually display cultural and linguistic competence in their values, attitudes and communication styles when interacting with young children, their parents and family members, as well as their peers.

Cultural and Linguistic Competence in Family Supports (PDF - 280 KB) National Center for Cultural Competence (2006) Discusses the cultural factors that may impact the resources, services, and other assistance provided to families of children with special health care needs and the policy implications of promoting and sustaining cultural and linguistic competence in the provision of family supports.

The «threshold» hypothesis states that there is a threshold level of linguistic competence in the native language that all children must attain in order to avoid cognitive disadvantages, while the «developmental interdependence» hypothesis holds that the development of skills in a second language is facilitated by skills already developed in learning the first language.

Not exact matches

In the background questionnaire, students will be asked to report how familiar they are with global issues; how developed their linguistic and communication skills are; to what extent they hold certain attitudes, such as respect for people from different cultural backgrounds; and what opportunities they have at school to develop global competence.

ELLs require special attention in terms of identification of learning needs, development and evaluation of effective instructional programs (including teachers), allocation of necessary resources, and cultural / linguistic competence.

In many dual - language bilingual programs, bilingualism is seen as a separate dual - language competence, a monoglossic view of bilingualism that relies on the conventions of named languages of nation - states, rather than on the unitary linguistic system of speakers.

While lesson planning provided the opportunity to integrate language and content instruction for limited aspects of a chosen topic and language functions, an examination of teachers» instructional unit design based on the KF shows teachers» competence in making systematic connection between a wide range of topic - related language functions and various content - specific linguistic resources.

HL objectives for this course challenge the students to communicate clearly and effectively in a range of situations, demonstrate linguistic competence and intercultural understanding, use language appropriate to a range of interpersonal and cultural contexts, understand and use language to express and to respond to a range of ideas in a clear, coherent, and convincing manner, understand, analyze and respond to a range of written and spoken sources, and understand and use written texts and works of literature written in French.

Aside from creativity, we emphasize the simple practical skills of our writers: speed of typing and self - expression, the competence in traditional writing software, communication abilities, knowledge in basic linguistics, and so on.

This section or excerpt of the Cultural and Linguistic Competence Self - Assessment for Early Head Start and Head Start Program Administrators requires that administrators reflect upon and rate themselves on how they incorporate culturally and linguistically competent values into aspects of their programming and in supervision of staff.

Head Start and Early Head Start Head Start have addressed cultural and linguistic competence through the Head Start Program Performance Standards (Office of Head Start, current) and the more recently revised «Revisiting and Updating the Multicultural Principles for Head Start Programs Serving Children Ages Birth to Five: Addressing Culture and Home Language in Head Start Program Systems & Services» (Early Head Start National Resource Center @ ZERO TO THREE, 2010).

This section or excerpt of the Cultural and Linguistic Competence Self - Assessment for Early Head Start and Head Start Programs requires staff to reflect upon and rate themselves on whether or not they use culturally and linguistically competent communication styles in their interactions with young children, and their families.

This section or excerpt of the Cultural and Linguistic Competence Self - Assessment for Early Head Start and Head Start Programs requires staff to explore the ways in which they support and contribute to building a culturally responsive environment for young children — that is welcoming and reflective of the young children, and families served within the classroom.

Linguistic competence is the capacity to convey information in a manner that is easily understood by children, families, and program staff from diverse backgrounds and abilities including persons of limited English proficiency and low literacy skills.

Linguistic competence is the capacity to convey information in a manner that is easily understood by children, families, and program staff from diverse backgrounds and abilities including persons of limited English proficiency and low literacy skills (adapted from the National Center for Cultural Ccompetence is the capacity to convey information in a manner that is easily understood by children, families, and program staff from diverse backgrounds and abilities including persons of limited English proficiency and low literacy skills (adapted from the National Center for Cultural CompetenceCompetence)

Lessons learned related to cultural and linguistic competence and access to services ongoing work in mental health, health, and other organizations that serve young children and families are relevant to ECE programs and organizations.

Within the ECE program, another step in culture focused programmatic consultation would include encouraging the ECE program administrator and staff leadership team to complete a self - assessment tool such as the Cultural and Linguistic Competence Self - Assessment Checklist for Early Head Start and Head Start Program Administrators.

This section or excerpt of the Cultural and Linguistic Competence Self - Assessment for Early Head Start and Head Start Program Administrators requires administrators to reflect upon and rate themselves on whether or not culturally and linguistically competent communication styles are integrated into all aspects of programming and encouraged in staff supervision.

Cultural and Linguistic Competence: A Curriculum for Early Educators (CLC) is a two - day (six sessions) training designed to expand early educators» knowledge and skills in the area of cultural and linguistic competence, with the objective of improving school readiness for Maryland's English Language Learner (ELL) student pLinguistic Competence: A Curriculum for Early Educators (CLC) is a two - day (six sessions) training designed to expand early educators» knowledge and skills in the area of cultural and linguistic competence, with the objective of improving school readiness for Maryland's English Language Learner (ELL) student pCompetence: A Curriculum for Early Educators (CLC) is a two - day (six sessions) training designed to expand early educators» knowledge and skills in the area of cultural and linguistic competence, with the objective of improving school readiness for Maryland's English Language Learner (ELL) student plinguistic competence, with the objective of improving school readiness for Maryland's English Language Learner (ELL) student pcompetence, with the objective of improving school readiness for Maryland's English Language Learner (ELL) student population.

Language behaviour in contact with children (T - score 56.6; SD 10.4), in contact with kindergarten educators (T - score 56.4; SD 11.5), and linguistic competence (T - score 56.9; SD 10.9) were rated age - appropriate (SISMIK).