Sentences with phrase «language learning contexts»

The materials and tasks in the course are designed to be applicable for various age groups of dyslexic students and for a variety of language learning contexts.

«In a language learning context these can come in the form of online or mobile dictionaries, smart flashcard systems that help students keep track of what they are learning and any other platform that can provide the necessary scaffolding for learners to progress, even when their teacher isn't present.»

Assess the school's English language learning context: population, capacity, instructional program and plan for improved student achievement.

Not exact matches

@ GodFreeNow — It has to do with learning genre, historical context, original language, textual context, etc..

Infants live in the «here and now» and they learn language and new words by hearing them used in context in their everyday lives.

As your child is learning language, introduce the lower numbers naturally and in context, and your child will get to know the relevant concepts as easily as he learns about animals or food.

Similarly, you could describe for her what you are doing, like for instance, â $ œI am going to pick you upâ $, or â $ œMommy is going to change your diaper!â $ This will make your baby learn her language in the context of experience.

In addition, Brito also recommends that policies and programs accommodate children from a range of cultural and linguistic backgrounds, as children learning two languages do so in a variety of different contexts and with different caregivers.

For balanced bilinguals, on the other hand, the skin conductance amplitudes were similar, I concluded that languages reliably elicit emotional arousal and the subjective experience of emotionality when they are learned and used in emotional contexts.

Get empowered to share your gifts in a variety of school contexts, learn best practices for contacting schools, adapting your teaching and language for the school environment, ensuring inclusivity, and much more.

I think you would be able to learn a language in a short time as I now you are in general genius - especially in the context of languages!

About Blog This Blog is a peer - reviewed sociolinguistics site devoted to multilingualism, language learning and intercultural communication in the contexts of globalization and migration.

As the authors state, «Even though it is expected that a bilingual child's vocabulary measured only in one language would not match that of a monolingual speaker, when bilingual children's vocabularies are too low in the language in which they are learning how to read, these young learners will certainly encounter difficulties [particularly, in the context of monolingual English instruction].»

which explores language learning in relation with educational neuroscience, international social and economic contexts, and cultural awareness.

I am particularly interested in teaching languages through inquiry - based approaches, especially PBLL (project - based language learning), tech tools and authentic resources in culturally relevant contexts with proficiency - based linguistic outcomes.

I came to HGSE to learn more about how children learn and develop within the context of multiple languages and cultures and how moving from one country to another throughout their childhoods effects their development and identity formation.

Lesson 3: Children should learn how to use and adapt language learnt in other contexts (avoir + school subject; - er verbs, including commencer and terminer, à + time).

Students learn through a logical and step - by - step learning journey, including: - Understanding the context of the poem and the horrific events that took place in the battle; - Understanding key information about Owen Sheers» life; - Reading and interpreting the poem; - Interpreting the poem, with a particular emphasis upon the language and structural features; - Finding and analysing the language features used throughout the poem, and considering how these link to the poet's message; - Writing an extended analysis piece based upon how Sheers gets across his message about war; - Peer assessing each other's learning attempts.

Students learn to analyse the poem in terms of content, language, and structure, learn more about the context of World War I, and gain crucial skills in structuring analytical responses to texts.

This guide looks at the ways that technology can raise motivation for learning and provides a genuine context for language use.

Students learn to: - Define key terms related to the historical context of The Holocaust; - Remember and understand key information about Anne Frank's experiences, that they learn from an engaging PowerPoint presentation; - Read extracts from Anne Frank's diary; - Answer a range of questions to demonstrate their understanding of Anne's diary; - Analyse the language features used by Anne Frank to create dramatic images in the mind of the reader; - Peer - assess each others» learning attempts.

Learning the language and symbols and representations of mathematical concepts; it's no good just having a maths curriculum that is context free, children need to know how to bring their everyday real live experience to the classroom and see how these experience are relevant to maths.

The presentations include: Seasons: A simple introduction to place the learning into context Writing an Autumn Report (Non - chronological report) A Week in Autumn (Poetry with a Grammar Focus) Halloween - A Revolting Recipe - writing instructions Halloween Literacy Bundle - variety of language tasks Autumn Handwriting (to be used with interactive board for modelling handwriting) Autumn Maths (number, handling data and some area activities) with answer slides Scarecrow Art There are also some online links provided within the presentations to engage the learners.

Students learn through a logical and step - by - step learning journey, including: - Understanding the context of the poem and defining the key terminology «bayonet», «over the top», «trenches», and «no - man's land»; - Understanding key information about the poet Ted Hughes; - Reading and interpreting the poem; - Interpreting the poem, with a particular emphasis upon how Hughes creates visual and auditory imagery; - Finding and analysing the language features used throughout the poem, and considering how these link to the poet's message; - Writing an extended analysis piece based upon how Hughes creates imagery in order to capture the soldier's horrifying final moments; - Peer assessing each other's learning attempts.

The findings have the potential to reveal the importance of language in school learning across contexts and content areas.

When we talk about social skills and social and emotional learning (SEL), an important element is understanding the nuances of language, as well as the context, the situation, we are in with others.

These struggles for students reflect a process of learning that we all must face in adult life: understanding unfamiliar languages, cultures and social contexts when working with groups of people in every sphere, from business to education and health.

By learning a new language, or learning to use an existing language in new domains and contexts, students are able to notice, compare and reflect on things previously taken for granted; to explore their own linguistic, social and cultural practices as well as those associated with the target language.

The elements include the recognition and use of heritage languages; pedagogy that stresses traditional cultural characteristics and adult - child interactions; pedagogy in which teaching strategies are congruent with the traditional culture, as well as contemporary ways of knowing and learning; curriculum based on traditional culture that places the education of young children in a contemporary context; strong Native community participation in the planning and operation of school activities; and knowledge and use of the social and political mores of the community.

Most candidates have little, if any, direct experience learning a second language (particularly in academic contexts).

Faculty at the School of Education are engaged in research that looks at language acquisition and different types of literacy in a variety of contexts: from how children learn from one another, to how students form identities around language and literacy, to understanding the role that technology can play in fostering vocabulary acquisition.

Conduct some consciousness raising about the importance of context to language learning.

This program provides candidates with a rigorous and in - depth approach to the study of language and literacy development with particular attention to the teaching and learning implications of varied cultural, linguistic, and economic contexts.

A multilingual learning context affirms language learners» identities and reduces linguistic barriers, enabling educators to build an improved relationship with the learners» families and communities.

Computer - assisted language learning: Concepts, contexts and practices (pp. 123 - 144).

C. Demonstrates an awareness of the influences of context, disability, language, and culture on student learning.

They stipulated that technology instruction should empower learners (preservice teachers for our purposes) to develop the skills, language, and critical dispositions toward technology that enable users to develop and implement technology - based learning experiences effectively in authentic contexts.

When students actually use the language and produce it in this context, they are using their learning to to make schools a better place, improving democracy and community and education along the way.

Teachers have a tremendous role to play in actually (1) speaking and using the language of math with students in everyday classroom experiences; (2) providing multiple experiences for students to learn, practice, and apply the terminology; (3) helping students understand appropriate word meanings in the context of mathematics, and (4) focusing on the important terms associated with tested concepts and the vocabulary students need for further learning.

The «given» includes students» cultural and language - based contexts, their biases (for example, from previous successes or failures with learning about the subject), and the relevant factual and conceptual knowledge that they have gained from daily experience and formal study.

Our Learn English resources develop social and conversational skills, whilst our English & Literacy, Mathematics & Numeracy, Science and Computing content supports academic language development in the context of the key subjects.

Our approach to teacher development with a focus on students» academic language / literacy skills in content specific context is influenced by SFL that views learning as a linguistic process.

Drawing on the skills and content from English language arts and mathematics, and combining with the Missouri Learning Standards in science and social studies, integrated projects enable meaningful learning through life - based, active projects that allow children to experience learning within a real world Learning Standards in science and social studies, integrated projects enable meaningful learning through life - based, active projects that allow children to experience learning within a real world learning through life - based, active projects that allow children to experience learning within a real world learning within a real world context.

ELLs learn English primarily by listening to language in use around them, while using context to figure out what the spoken words mean.

Available at all times, usable in all contexts, with situational awareness, access to vast quantities of information, and human language cognition abilities to interpret that data — it will make an awesome learning tool.

As students advance through the program, they acquire knowledge and skills in four broad categories: instructional approaches, how languages are acquired, how languages are structured and used, and the importance of social context in learning and teaching.

The School reports that its strongest and highest ranked programs include: teaching and learning research, cultural contexts of education, language direction, quantitative research methods, and practitioner inquiry.

They also raise awareness of the context and theory of language teaching and learning to children and adolescents.

General SwiftKey features: — Unique next - word prediction engine based on word context — Rapid and comprehensive learning of individual writing style — Up to 50 % greater text entry efficiency than oth market solutions — A third of next words predicted without any character input — Relevant, personalized predictions — 14 languages supported, with ability to predict in two languages simultaneously: English (US), English (UK), Czech, Danish, Dutch, French, German, Italian, Norwegian, Polish, Portuguese (PT), Portuguese (BR), Spanish, Swedish — Multiple keyboard layouts supported: QWERTY English, QWERTY International, QWERTY Danish, QWERTY Norwegian, QWERTY Swedish, AZERTY, QZERTY and QWERTZ — HD skin with sharp graphics and font on all screen sizes — Advanced error correction designed for small mobile keyboards — Inline spelling and grammar correction — Automatic accent insertion (for non-English character entry)-- Voice dictation support for English, Spanish, French, German and Italian — Multi-touch support

If that sounds remarkably like learning how to speak and use a language, that is because that is exactly what law is in this context: a language.