Sentences with phrase «world language teachers on»

They have both created policies that are supportive of bilingual education programs and have developed their own, or re-shaped existing, standards to provide guidance for bilingual and world language teachers on how to most effectively support students in their emerging bilingualism.

Not exact matches

The lessons progress through a range of tasks that engage student's interest, encourage them to: -: interact and share what they know -: develop their abilities to extract information from text and graphics -: view information critically -: check the credibility and validity of information -: develop online research skills -: use web based tools to create surveys and data visualisations The lessons cover a range of topics including: -: Advertising and how it influences us -: Body language and how to understand it -: Introverts and extroverts and how they differ -: Emotional intelligence and how it impacts on our relationships -: Facts about hair -: Happiness and what effects it -: Developing study skills -: The environment and waste caused by clothes manufacturing -: Daily habits of the world's wealthiest people -: The history of marriage and weddings Each lesson includes: -: A step by step teachers guide with advice and answer key -: Worksheets to print for students

The course on Techniques of Listening and Pronunciation saw a lot of English language teachers all over the world, unite and share their innovative takes at English language teaching.

First, we know that in the instruction of world languages, there are not enough teachers, so using technology to give students access to teachers proficient in other areas and other disciplines will be one way we get at the question, particularly in rural communities, on how we teach these subjects to all children.

ARLINGTON, VA — November 20, 2015 — The National Board for Professional Teaching Standards and the American Council on the Teaching of Foreign Languages (ACTFL) are pleased to announce an alliance that will, in the future, enable the National Board to expand National Board Certification to teachers of world languages other than French and Spanish.

If the goal is to work on interdisciplinary connections and authentic real world tasks, it can be beneficial to have teachers from different subject areas work together on creating such projects, e.g., physics and calculus teachers, or algebra and mathematics teachers, or science and language arts teachers, etc..

Of those enrolled in traditional teacher preparation programs, half were focused on elementary education, with 11 percent in science and math, and approximately 8 percent in special education, world languages, English and social sciences.

The best Classics teachers in independent school demonstrate to their students the influence of classical cultures on today's world, from the building blocks the languages provided for modern grammar to the cognates that inform the vocabulary of English and the Romance languages.

K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.

Several states have adopted «course access» initiatives that provide students with opportunities to take many kinds of approved courses for credit — another way to enable students to learn both inside and outside traditional school hours and locations.31 Such policies also might be especially important for smaller high schools, where economies of scale can make it difficult to afford certified on - site teachers for a wide range of specialized courses, such as world languages, physics, and calculus.32

And if parents or other taxpayers knew about it, they might question why we spend money on having world language teachers at all.

We currently live in a world where our knowledge about other cultures, languages, and traditions is extremely important to foster understanding and mutual respect, and we are now expecting teachers to be our first responders on the front line in this complex task.

Last week I posed a question on twitter trying to find out what teachers thought was the biggest challenge facing world language educators today.

In this multimedia, multicultural world, teacher educators must prepare future teachers of literacy, language, culture, and citizenship to expand the forms of representation typical in the school classroom and to reframe the purpose of school on the critique and production of diverse representations of experience and knowledge (Gallego & Hollingsworth, 2000).