Sentences with phrase «developing knowledge of language»

Not exact matches

Many of those we have trained in extension of postharvest technology have gone on to use their knowledge and skills for their Master's or PhD research studies, to design extension programs for local farmers, and to develop their own postharvest handling «train the trainers» programs in their own languages.

Language degrees continue to provide in - depth knowledge of languages and their associated cultures whilst developing skills beyond simply the linguistic.

And two of our goals involve developing templates for how to design apps in any language that best represent our knowledge of the reading brain and forming communications networks around the globe in which children can teach one another the words that describe their worlds.

The Study Abroad Swedish Language programme is designed for those who are interested in developing a profound knowledge of the Swedish language and who are seeking a unique Scandinavian «study abroad» experience by coming to live and study at Lund University for one or two semesters.

His romance with prisoner Yanelly must develop from behind the bars of the men's prison as he uses «woodpecking» (sign language) to talk to the female inmates without the knowledge of the guards and keeping his secret from his cellmates.

Students who have a developed knowledge of Spanish can use cognates (words with similar spelling and meanings in both languages) to help their reading comprehension in both languages.

(The Core Knowledge Foundation developed the K — 2 piece of the English language arts curriculum.)

In developing the Common Core State Standards in English language arts and math, CCSSO and its partners (including some extraordinarily astute standards - writers) achieved a praiseworthy melding of those cognitive elements of 21st century skills with core academic skills and a fair amount of vital content knowledge.

In a 2006 article, Citizenship, Identity and Education: Examining the public purposes of schools in an age of globalization, Harvard Graduate School of Education Professor Fernando Reimers stressed the importance of teaching tolerance and global values, as well as developing foreign language skills and knowledge of world history, cultures, and geography.

While subject - area knowledge is privileged in the standards — INTASC has developed specific standards for science, mathematics, English language arts, and special education, and will soon release those for the elementary - school level, social studies, and foreign language — the standards also make clear that knowledge of child development, learning theory, and teaching approaches is essential.

The learning solution should be such that there is no knowledge of coding language required to develop content.

To this end, the Center has developed a three - stage knowledge transfer process: (1) Knowledge Synthesis — a critical analysis of cutting - edge science and program evaluation research to identify core concepts and evidence - based findings that are broadly accepted by the scientific community; (2) Knowledge Translation — the identification of gaps in understanding between scientists and the public, and the development of effective language to communicate accurate scientific information in a way that can inform sound public discourse; and (3) Knowledge Communication — the production and dissemination of a wide variety of publications and educational media via print, the Web, and in - person preseknowledge transfer process: (1) Knowledge Synthesis — a critical analysis of cutting - edge science and program evaluation research to identify core concepts and evidence - based findings that are broadly accepted by the scientific community; (2) Knowledge Translation — the identification of gaps in understanding between scientists and the public, and the development of effective language to communicate accurate scientific information in a way that can inform sound public discourse; and (3) Knowledge Communication — the production and dissemination of a wide variety of publications and educational media via print, the Web, and in - person preseKnowledge Synthesis — a critical analysis of cutting - edge science and program evaluation research to identify core concepts and evidence - based findings that are broadly accepted by the scientific community; (2) Knowledge Translation — the identification of gaps in understanding between scientists and the public, and the development of effective language to communicate accurate scientific information in a way that can inform sound public discourse; and (3) Knowledge Communication — the production and dissemination of a wide variety of publications and educational media via print, the Web, and in - person preseKnowledge Translation — the identification of gaps in understanding between scientists and the public, and the development of effective language to communicate accurate scientific information in a way that can inform sound public discourse; and (3) Knowledge Communication — the production and dissemination of a wide variety of publications and educational media via print, the Web, and in - person preseKnowledge Communication — the production and dissemination of a wide variety of publications and educational media via print, the Web, and in - person presentations.

In this new era of digital education, language apps and devices, Language Magnet maintains a clear route to developing strong language structures, sound grammar knowledge and accurate pronunciation in French and Spanish by providing a progressive scheme of work that incorporates technology.

Reimers noted that he sees an opportunity to develop students» global competencies by creating a positive disposition toward cultural differences; an ability to speak, understand, and think in languages outside of the country in which they are born; and a deep knowledge and understanding of world history, geography, and global dimensions such as health, climate, and economics.

The report calls for more support in all levels of the U.S. education system to develop a more integrated approach in order to improve foreign language skills and knowledge of other cultures starting in primary education.

Ultimately, all gifts can have educational worth, whether it's helping children to develop key language skills through reading Disney books, or growing their knowledge of the world through popular games such as Minecraft.»

Covering a wide variety of interesting topics, some quizzes are designed to develop children's knowledge and interest in language, while others encourage the use of a wide selection of resources.

The plan's five main objectives, to be delivered by 2021, are: to develop a new Welsh language; to increase opportunities for children and young people to use their Welsh in various contexts and embed their language use patterns from an early age; to support leaders and practitioners in Wales to continue to develop their Welsh language skills and have the knowledge and expertise to deliver the curriculum through the medium of Welsh and Welsh as a subject; to increase the number of learners in Welsh - medium settings; and to ensure that all learners can have equal access to Welsh - medium education and experience the best opportunities to develop their language skills.

Already, she's developed a solid knowledge of Scratch, the kid - friendly programming language her students are using.

For example, when editing writing, students address Writing standard 5 («Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach») as well as Language standards 1 - 3 (which deal with conventions of standard English and knowledge of language).

Created by and for teachers using the highest - quality research, these courses offer in - class demonstrations for developing oral language, academic vocabulary, knowledge of the world, and pre-literacy skills.

Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

Smarter Balanced has developed content specifications in English language arts / literacy and math to ensure that the assessments cover the range of knowledge and skills in the Common Core State Standards.

Training Comprehensive, in - depth learning opportunities in the area of bilingual education for instructors that build upon the strengths and knowledge that teachers possess while developing new, scientifically - based research strategies for English language learner success.

The doctoral program in Language & Literacy Education offers candidates the opportunity to develop specialized knowledge in either language or literacy acquisition and development grounded in an understanding of cognitive, linguistic, cultural, social, economic, and affective factors as they relate to language and literacy learning.

Good assessment identifies students» comprehension levels as they develop from preschool to advanced grade levels, and helps the teacher to evaluate each child's need for support in areas such as language development, strategy, and the application of knowledge.

In the 2014 - 15 school year, the department plans to replace the Wisconsin Knowledge and Concepts Examination in grades 3 - 8 for reading, math and language arts with the Smarter Balanced Assessment being developed by a consortium of states.

Develop and apply knowledge of their students» varied language and learning strengths and needs;

Learn how to rephrase the performance objectives of college and career ready standards into good questions with a language emphasis that will assist and support students in developing and demonstrating English language proficiency and using English to communicate knowledge and thinking clearly, comprehensively, and correctly.

By the end of this training, participants will develop good factual questions that will prompt students to build background knowledge and develop their literacy and language skills by expecting them to read, research, and report definitions and details insightfully and in their own unique way.

One of the most important areas of knowledge that developing readers can develop at preschool and kindergarten levels involves learning the various forms and functions of written language (concepts about print).

The course develops an understanding of program evaluation measures, and requires students to be able to demonstrate this knowledge for purposes of making data based decisions to develop intervention plans for a variety of learners including students with disabilities and other special concerns such as youth from foster, immigrant and migrant families, students who are at risk and students from language diverse communities.

This course is designed to provide knowledge of the linguistic and cultural aspects of developing English language proficiency.

Students synthesize their knowledge of advance grammar and work on further developing their academic vocabulary in the target language.

Fernando Reimers — Professor of Education and Director of HGSE's International Education Policy program — stresses the importance of teaching tolerance and global values, as well as developing foreign language skills and knowledge of world history, cultures and geography.

Collaborative member and Director of Teacher Professional Development at WestEd Aida Walqui, along with Margaret Heritage, the Assistant Director for Professional Development at the National Center for Research on Evaluation, Standards and Student Testing at the University of California, Los Angeles, and Robert Linquanti, Project Director for English Learner Evaluation and Accountability Support and Senior Researcher for the California Comprehensive Center at WestEd, lay the groundwork for continuing the progress teachers have made with English language learner (ELL) students in their new book English Language Learners and the New Standards: Developing Language, Content Knowledge, and Analytical Practices in the Classroom.

Reading aloud rich complex text in K — 2 develops academic language, background knowledge, and a love of literature.

These students are a challenging group for educators, especially at the high school level because they must master content knowledge and develop English language and literacy in a relatively short amount of time.

The doctoral program in Language and Literacy Education offers candidates the opportunity to develop specialized knowledge in either language or literacy acquisition and development grounded in an understanding of cognitive, linguistic, cultural, social, economic, and affective factors as they relate to language and literacy learning.

This Institute includes, in addition to the full - day workshop, a second day in which participants expand their knowledge of MALP ® by creating Theme Booklets following the guidelines of project - based learning and MALP ®, aligned with their standards and curriculum and focused on developing school - based language and tasks for learning.

The second intervention was part of Quality English and Science Teaching (QuEST), a CREATE project designed to develop the science knowledge and academic language of English language learners and their English - proficient classmates in the middle grades.

It too was designed to develop the science knowledge and academic language of English language learers and their English - proficient classmates.

[111] Research in whole language classrooms suggests that writing is the medium through which both phonemic awareness and phonics knowledge develop — the former because students have to segment the speech stream of spoken words in order to focus on a phoneme and the latter because there is substantial transfer value from the focus on sound - symbol information in spelling to symbol - sound knowledge in reading.

Hope Community PCS uses the Core Knowledge Scope curriculum developed by E.D. Hirsch (from the University of Virginia) and the Houghton Mifflin Reading program, as well as Lessons in Literacy, accompanying classroom sets to complement out language arts studies in English, literacy, and grammar.

Effectively teaching these students means incorporating their funds of knowledge into the curriculum, encouraging them to use their knowledge of their home language to develop academic English, making them aware of content - area — related cognates, providing graphic organizers, incorporating input from multiple modalities, and encouraging students to engage face - to - face with one another to develop English literacy skills.

To comprehend what they are reading, students will need to develop knowledge of content specific language.

They said that in these schools: «Reading was not taught beyond exercises in course books or previous examination papers and teachers made insufficient use of the wealth of authentic material that is available to develop students» speaking, listening, writing, knowledge about language, language learning strategies and intercultural awareness.»

Unlike videos or television, interactive book apps develop language comprehension — background knowledge, academic vocabulary, reasoning skills, and understanding of language structures.

The Otis College Summer of Art English Language Immersion courses are designed to provide a creative environment to expand one's competency of the English language while developing skills and knowledge of art and design.

A self - taught artist, Khakhar developed a sophisticated pictorial language and vibrant palette which «was infused with his deep knowledge of art from South Asian and European sources.»