Sentences with phrase «student language acquisition»

Conducted various types of assessments such as WIDA Access Test to monitor student language acquisition.

Not exact matches

Each card is supplemented with a photo to help ELL students, language acquisition, and content based vocabulary understanding.

We have begun to introduce students to the language of the arts, and we have placed the acquisition of this language alongside the traditional forms of literacy and numeracy.

For students, difficulties include language acquisition and interrupted schooling prior to their arrival in America.

Firstly, a German student who was in the listening phase of language acquisition began spontaneously writing her own fairy tales and requested to tell them — the first student storyteller.

Besides, listening to songs facilitate language acquisition and help students develop phonological awareness «Music has the ability to facilitate language acquisition, reading readiness, and general intellectual development....

The teacher knows about the process of second - language acquisition and about strategies to support the learning of students whose first language is not English.

We are especially keen to share this research so that we can think together about how best to design curriculum which will allow students to be successful in language acquisition.

Despite Huntington's thorough presentation of the evidence, I am not convinced that the research shows that the process of assimilation - in particular, the acquisition of language and improvements in student achievement - is proceeding any slower among second - and third - generation Mexican - Americans than it did among other immigrants from peasant and village and small - town backgrounds.

Assuring that students are using all domains of language acquisition to support their English language development is essential.

Students may not use the tenses you had hoped, they may make up words, and they may even throw in English words here and there, but this is perfectly normal and part of the language acquisition process.

But beyond economic competitiveness, too many students are missing out on the significant cognitive and cultural benefits of second language acquisition, which include increased scholastic success, heightened sympathy for others, and increased creativity.

The classroom teacher contributes knowledge of the curriculum and of all the students in the class while the ESL teacher brings information about teaching strategies, second language acquisition and diverse cultures.

As our students prepare for a future where the world is more connected than ever before, second language acquisition is top of mind for many educators.

A. Emerging is at the beginning stage — entering a new language and having basic, short answers and working with students to improve language acquisition.

This detailed, challenging and concise revision booklet for written and multi modal child language acquisition is ideal for students aiming for an A / A * since it is substantial and includes a range of exciting studies, concepts and theories.

Assuming that all students leave high school fully fluent in English, these considerations suggest that the optimal choice of language acquisition program depends on a tradeoff between acquiring curricular skills on the one hand and accumulating language deficits on the other.

Outcomes were consistently worse for students receiving both ESL and bilingual instruction, perhaps due to the disruptive effects of being exposed to two diametrically opposed methods of language acquisition.

Opportunities to benefit EL students linguistically are lost when teachers do not make language acquisition a learning objective.

In this course of study, students are exposed to a theoretical introduction to the nature and structure of language, key factors affecting second - language acquisition, and communicative approaches to the teaching of English as a second or foreign language.

General teacher education and development, foundations of education, second language acquisition theory, sociolinguistics, multicultural education, history of language minority students in the U.S. educational system, field supervision of candidates for culturally and linguistically diverse endorsement and MAT degree.

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)

There are numerous websites but these offer both research and policy information on ELL students and second language acquisition.

The three - day English Language Learners Institute helps school leaders understand the latest research on language acquisition, conduct gap analyses of programs for English language learners (ELLs) in their schools and develop action plans based on the needs of their student populations.

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.

Coupled with online software like Duolingo and Anki that emphasize spaced repetition, vocabulary acquisition, as well as good old immersion techniques such as watching videos in the target language, Dunn's students» attitudes about learning a new language have changed.

A formative assessment designed to show student progress in English language acquisition in Grades PreK - 8.

Focuses of our Virginia Department of Education (VDOE) approved special education master's degree program include characteristics of students with disabilities, legal and ethical aspects associated with students with disabilities, collaboration and consultation, behavior management, social skills training, language acquisition, instructional methods and assessment.

Eight subject areas are required in every IB Middle Years Programme and Wedgewood Park students have a minimum of 50 hours per school year in math, language and literature, language acquisition (Spanish), individuals and societies, science, performing arts, visual arts, design and physical education.

In addition, we prepare our students to be engaging, efficient, and critical educators through educational coursework that covers areas of instructional design, adolescent development, special education, language acquisition, and language teaching methods.

Integration of ESL and classroom instruction implemented through team teaching is recommended where feasible, especially for students at the intermediate and advanced stages of English language acquisition.

This department also provides services to support additional student learning needs such as extended learning opportunities, language acquisition, and early childhood education.

These same strategies also support ELL students in their acquisition of academic language, which is so necessary for school success but is the very thing that had often tripped them up in their past reading of texts.

In addition to multiple - language development, students will be guided in the mastery of foundational skills, knowledge acquisition, critical thinking, creativity and independence.

Researchers, reading specialists, second - language - acquisition experts, and linguists agree that explicit instruction in vocabulary is necessary for students to have robust academic vocabularies.

It is through opportunities like the NCLC and other language - teaching conferences that help ILTexas move the needle in strengthening language acquisitions amongst students and international relationships.

She possesses a vast level of knowledge in sheltered instruction and language acquisition, and is committed to involving her students in goal setting and data study.»

Content - area teachers with a wide range of knowledge and comfort levels in supporting English learner students benefit from building their ability to facilitate language acquisition — and ELL teachers benefit from receiving training on evidence - based strategies for supporting language acquisition that also facilitate students» content learning.

Meadow Park Middle School chose to use individualized language acquisition plans for all English learner students as a way to track their specific learning needs, as well as help content - area and ELL teachers stay on the same page.

The program targets language acquisition and vocabulary development skills unique to ESL students.

Impairment to language acquisition because of excessive noise during classroom instruction also can lead to deficits in reading skills according to a study by Evans, G. W. and Maxwell, L. First - and second - grade students exposed to chronic noise scored lower on standardized reading tests taken in quiet conditions.

The aim was to create an individualized language acquisition plan for every English learner student at the school.

The streamlined language acquisition plan can include the standards the student is working on, specific targets (for example, past tense of irregular verbs), and other data points.

Teachers and paraprofessionals who work with ELL students should receive professional development on language acquisition and literacy instruction.

Finally, creating a word bank can be especially helpful for students in the early stages of English - language acquisition.

The coach must have credible classroom experience, knowledge of second language acquisition and know how to work with diverse student populations.

Learn how students» patterns of communication and various dialects affect their classroom learning and how second - language learning affects their acquisition of literacy.

In addition, the 2011 - 2012 language acquisition assessment scores revealed that students at Pasadena Memorial High School made significant progress in acquiring English.

The program focuses on making students familiar with the foreign language, so that it feels like a natural acquisition of Spanish as they progress.

With a growing student population of English language learners from diverse backgrounds, the Houston Independent School District offers a range of language acquisition programs to serve Spanish - dominant English Language Learners in elementary school, including bilingual programs in the form of transitional late - exit, one - way developmental, and two - way bilingual immersion.