Sentences with phrase «different language needs»

Addressed different language needs and enhancing navigation onsite to facilitate positive user experiences

Not exact matches

By way of example, the multilingual robot will help stores determine if they need more staff with different language capabilities or whether people are asking more for certain items at certain times.

They won't adjust a cultural nuance in one language for marketing materials that need to be available online and printed in two hours and in six different languages for your multicountry European sales team.

In some countries this policy is not always possible, and ISS needs to manage a workforce from different parts of the world: Its British employees, for example, speak 187 languages combined.

But sometimes, your needs call for you to step out of the tech bubble and pitch to an audience that, figuratively, speaks an entirely different language.

If you need to implement a same change in five languages, that means accessing five different sites, possibly also in up to five different servers.

(I hear the same language for teenagers, for different - thinkers, for prisoners, for the laid - off redundancies, for sinners, for the one that needs to be right in their eyes before they are allowed any love.

Persons with immature or malformed superegos (called «character disorder» or «psychopathic personalities» in traditional psychiatric language) need a different type of growth and therefore a different approach to therapy.

Instead, only those passages which are not in keeping with our common sense, such as the miracle accounts, need to be «translated» into different language.

They consist of two widely different families of language, and Northrop says that we need a method of correlation, or correspondence, or coordination to bring them into a single view of reality.

And to top it off, it was written in a language that does not use the same verbal devices or nuances, then over a couple of thousand years it was edited and abridged to suit the needs of different countries and churches.

One learns to talk about art, music, or love, but he needs to understand that the logical placing of such language is different from reporting the score of a ball game.

We need a new word in our language for failure - a word that means, it didn't work this way so lets try a different way.

Other political communicators may find more trouble balancing the need to reach different audiences in language that makes sense to them with the need for a common and clear political message, but in some sense that's nothing new, as anyone who's ever tried to run a coalition knows.

I don't think anybody needs to acknowledge that different people speak different languages its pretty obvious.

Recasting your experience in the language of the job ad will convey your abilities more effectively to the employer, and it also has the added advantage of showing «that you are not entrenched in another cultural system, unable to adapt to the needs of a different workplace and style of work,» McAnallen writes.

To unpick these predicaments, we need to move outside their terms, to use language that is different from theirs.

I appreciate the importance of different languages and how messages need to be delivered in a way that is targeted toward a specific audience.

Mid-stage postdocs can and need to develop new skills and the language used to describe them in different fields.

While Sanskrit language, mandalas, and prayer mudras might be so common in our lives that we don't perceive them as anything out of the ordinary, we need to be mindful of the fact that it is practically guaranteed that school community members, including parents, will have experiences that are different from ours.

Operating in almost every country of the world in 24 different languages with a user base of over 25 million members, Tinder needs no introduction.

All it needs is a profile pic of an incredibly hot woman that turns up 100 hits in 10 different languages on a reverse - image search.

Since tests can include cultural bias and handicap those with different languages and cultures, we need to look at assessment as a holistic approach that includes performance tasks, portfolios, achievement scores, creativity tests, and other measures.

On the other hand, there is reason to believe that the approach to bolstering students» advanced literacy skills, and academic language skills in particular, need not be entirely different for different groups, particularly with increasing grade levels.

There is no question that Spanish - speaking Hispanic students» language - learning needs are somewhat different than their monolingual peers, particularly in the early years.

Global Users You may need to localize your course to get it ready for a different language and culture.

But the Qudwa Forum also expected teachers to be passionate and compassionate; to encourage students» engagement and responsibility; to respond effectively to students of different needs, backgrounds and languages; to provide continual assessments of students and meaningful feedback; to promote collaborative learning, tolerance and social cohesion; and to ensure that students feel valued and included.

If you just want to create a few eLearning modules for a small audience, you'll be looking for something very different from a global business needing to reach 10,000 employees in multiple languages!

Just remember that different languages take up different amounts of space, and you do need white space.

Whether you're teaching preschoolers the basics, or working with English - language learners (ELLs) who might need different and engaging ways to connect with a new language, you can find loads of resources out there for alphabet activities.

What's more, learning languages is very much different than learning other subjects, as it is a complex transformation process, and the e-learning for languages needs to be viewed from a different perspective.

Participants learn through: - Participating in a fun pub - style quiz to eradicate common spelling, punctuation, and grammar misconceptions and errors; - Considering the role of parents, their needs and interests, and what they expect from their child's school, as a means to understand why schools sometimes receive difficult communications; - Reading and analysing examples of poor written correspondence, considering how both the tone and the accuracy can be improved; - Exploring different language strategies to create a personal, polite tone within emails, by considering the connotations of different words; - Taking away help sheets that can be referred to whenever written communications are being drafted.

Whatever livelihoods the students someday choose, Stanford's educators believe they will need to work with people from different countries, in different languages, in the realms of business, politics, and human understanding.

The primary aims of this study are to document the process of moving towards new, integrated systems in each of these cities; to highlight which strategies moved the cities forward in creating these systems and what barriers the cities encountered; to examine how these cities incorporated the needs of students with disabilities, English language learners, and students from different economic backgrounds into their system designs; to understand how students, teachers, and parents, and others experience elements of the new system and how these experiences differed for students with special needs; and to document quantitative outcomes on a range of measures, disaggregated by student subgroup.

But once we realize that people have very different kinds of minds, different kinds of strengths — some people are good in thinking spatially, some in thinking language, others are very logical, other people need to be hands - on and explore actively and try things out — then education, which treats everybody the same way, is actually the most unfair education.

You also need to consider the different languages your online training course must support.

The message from committee leadership was clear: different language was needed to influence House Democrats.

The Common Core standards wouldn't even be relevant if we didn't have the ELD standards to meet the needs of our students, because there are so many different levels of language.

A school with low proficiency rates for English language learners needs a different kind of support and strategy than a school with low growth rates in 7th and 8th grade math for all students.

Configure your settings, such as language, single sign on with different systems, integrate your favorite tools, enable and disable features based on what you need and will use.

In reaction to criticism of the policy, Cate Swinburn, head of data and accountability in the D.C. school system, stated, «In no way does DCPS hold our students to different expectations based on their skin color or language ability or special learning needs».

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.

The DCPS funding formula does differentiate public funding based on the number of students at each grade level and in different special needs categories, including special education, English language learners, and those «at risk» for academic failure.38 DCPS would not disclose how or if it factors in parental donations when determining school budgets or allocations.39 However, it did report not having a policy to equitably redistribute parent donations or to prohibit these additional dollars from being put toward staffing.40

The principal introduces, • Instructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learning)

These learners are typically found in grades 6 — 12, speak a language other than English (usually Spanish), are often orally bilingual but less adept at academic language, have often moved back and forth between their home countries and the United States, have typically received inconsistent language programming, perform below grade level in reading and writing, and have different needs from those of newly arrived language learners.

Olsen (2006) identifies five different kinds of English language learners (ELLs), each with specific and unique language needs.

As Salas reminds us: «All children need to learn how to communicate with people whose language and culture are different from their own.

Chapters address: (1) an overview of the whole language approach; (2) examples of how special education teachers use whole language to teach children with learning disabilities; (3) suggestions on how to create a child - centered classroom; (4) the role of the teacher in a whole language classroom; (5) examples of democratic classrooms; (6) assessment procedures that are compatible with a whole language philosophy and how assessment data can be used to respond to individual needs; (7) examples of different strategies teachers use to teach students with learning disabilities reading and writing; (8) literacy development in students with disabilities and how to foster self - directed learners; (9) how teachers develop learner - centered curriculums and how to move toward an inclusive environment; and (10) one teacher's move to the whole language approach.

In just about every classroom, teachers find students with a wide range of exceptionalities — students with one or more learning problems, students with various degrees of English language proficiency, students with different interests, students who are very advanced, and students without a «label» but whose learning needs are just as unique.

At the beginning of the school year, or when new students enter my class, check to see if any of those resources need to be translated into a different language.