Often referred to as 'playground English' or 'survival English.' It is the basic, language ability required for face-t0-face communication on a social level. Jim Cummins is the researcher who first coined this phrase, based on his research measuring native English speaks' standardized tests compared to English learners' test scores on standardized tests. He found that ELLs can pick up social language pretty quickly and sound like native speakers, which is confusing when they cannot do well academically on standardized tests. Children acquire correct usage of grammatical structures in their first language (L1) gradually, as do children acquiring a second language (L2). Learnability rests heavily on behaviorist and structuralist tenets. The second general cognitive strategy used in all learners in generalization.

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L1 all males may be called 'dada' L2 overgeneralization refers to overgeneralizing a rule. Students can transfer from FLA to SLA semsorimotor skills, auditory skills, common features of writing systems, comprehension strategies, study skills, habits and attitudes, the structure of language, and knowledge about the reading process. Federal gov't passed the Billingual Education Act in 1968 (title VII, an amendment to the 1965 elementary and secondary education act) Children who were unable to speak English were considered to be educationally disadvantaged and federal aid to bilingual education was seen as a remedial program. Changed again in 1989 to focus on maintaining and developing the native language of students.

'The 1994 reauthorization was the strongest version of the Bilingual Education Act in promoting the goal of bilingualism for English language learners, rather than simply the transition to English.' The NCLB requires that all students be proficient in reading and mathematics by the school year 2013-14. Beginning in '05-'06 all public school students in grades 3 through 8 must be tested annually, using state achievement tests. This group includes ELLs who must be assessed in a valid and reasonable manner that includes reasonable accomodations and testing in the primary language. Those students who have completed thirty months of schooling must be tested in English reading. States must establish baseline proficiency goals to which yearly progress is compared. Often funds are augmented for schools that show increased test scores or withheld from school whose tests score have not risen over a given period.

Under NCLB schools that fail to make AYP for 2 years in a row are subjects to corrective action. This 'high stakes' assessment-the reputation and resources of schools and teachers rest on students' test performance. The term passive learning is defined as that type of learning in which it is assumed that the students will enter the course which they want to study with open minds, which are like empty vessels or sponges, and the teachers will merely fill the minds of the students with knowledge, simply for the sake of securing better results in the examination. The concept of passive learning takes place in the traditional classes, which are prevalent in those systems of education which chiefly focus on the role of the instructor and his or her lectures in the classroom, in which the information is verbalized by the teacher and the students merely take notes in a passive manner.

At the end of each of the sessions, the students usually remember only about ten per cent of the content which was taught during the class session. The lecturer in passive learning is basically a verbal textbook whose lectures are usually dull. CALL computer assisted language learning which applies English learning beyond skill drills into more invocative applications, CMC computer-mediated communication the role computers have in allowing people to communicate virtually.

Technological literacy involves both technology and CALL. 'literacy goes beyond the basic skills of reading, writing, and arithmetic and includes computer and other technology-related skills in the context of the workplace' 'a personal ability to adopt, adapt or invent proper technological tools in an information society to positively affect his or her life, community, and environment.' Often referred to as 'playground English' or 'survival English.' It is the basic, language ability required for face-t0-face communication on a social level. Jim Cummins is the researcher who first coined this phrase, based on his research measuring native English speaks' standardized tests compared to English learners' test scores on standardized tests. He found that ELLs can pick up social language pretty quickly and sound like native speakers, which is confusing when they cannot do well academically on standardized tests.

The state of being assimilated; people of different backgrounds come to see themselves as part of a larger national family • the social process of absorbing one cultural group into harmony with another • the process of absorbing nutrients into the body after digestion • a linguistic process by which a sound becomes similar to an adjacent sound • acculturation: the process of assimilating new ideas into an existing cognitive structure • in the theories of Jean Piaget: the application of a general schema to a particular instance. Giving language input to the student just above their level so that you are pushing them to learn more, same as scaffolding, (Pages 42, 139) the input hypothesis claimed that language is acquired when we understand messages. Simply immersing a second language learner is not sufficient. Unless you had some knowledge of that language beforehand, there is no way to understand topics or even words. Second-language learners are challenged by language that is slightly more complex than they themselves can easily understand. (Grammar based, little practice conversing, paper and pencil approach) In this curriculum type, students are taught the grammatical parts and rules of the language, usually through a spiral approach that begins with the grammatical items that are considered easiest and proceeds to items that are considered more difficult.

In the first few lessons, students might be taught basic voicabulary, simple subject-verb agreement, mechanical ways of forming questions, and changes in word order. Students are tested on their mastery of the forms through discrete point tests (usually multiple choice or fill in the blank) and there is typically only one correct answer. If there is any kind of interaction between students, it is in the form of dialogues that incorporate grammatical items, they are expected to be able to put the parts together and communicate.

Major criticisms of this approach are that it is not natural and that students need to practice communicating if they are able to communicate when they complete the course. (all conversing and practice verbally, no paper and pencil, no grammar) this approach to teaching ESOl began as an attempt to move away from teaching grammar and to help students learn how to communicate more quickly and easily. This curriculum type focuses on the functions and notations humans perform that require the use of language.

Functions are defined as activities such as giving or getting information, forming arguments and drawing conclusions. Notions are described as concepts that are expressed in language, such as time, space, quality or quantity. Students focus on learning language that is related to a specific function or notion and then practicing it in simulated role playing with their teacher and other students.

A taxonomy of f and n's have been developed for use with this approach, much like spiral approach in the grammar based curriculum; a complete course would involve learning language necessary to perform the entire set of f and n's. Major criticisms of this approach are that it favors spoken language over written language and lacks adequate provisions for teaching reading and writing. (group real life practice of situations)this approach to teaching ESOL is an umbrella term for a number of specific methodologies that focus on communicating through spoken language (the natural approach, total physical response, community language learning and more esoteric methods such as the silent way and suggestopedia), though each methodology takes a slightly different approach to promoting learning.

Activities might include listening to and performing commands, pair and group interactions on a topic of interest to students, information gap-filling, role-playing and drama skits and any other activity that gets students to communicate with each other in a quasi-real situation. Major criticisms of this approach, as of the functional/notational approach, are that it favors spoke language over written language and lacks adequate provisions for teaching reading and writing. (helps students with situational speaking) this type of curriculum, to some extent is an extension of both the functional/notational approach and the communicative language teaching. The emphasis is still on communication in the spoken language; however, the goal is not communication per se but communication for the purpose of accomplishing a task or goal. For example, beginning lessons might include kearning how to introduce oneself and other people, ordering food in a restaurant, asking and answering questions about one's family or personal life, telling stories to support a position, and initiating and maintaining a conversation. Students are assessed on how well they perform the task based on their fluency and accuracy with the target language. Major criticisms of this approach are that it leads to narrowly focused knowledge of the target language and does not prepare students for a wide range of language uses.

This approach includes not only language learning but also content learning (history, science, geography, math, etc) through this target language. Lesson plans always include learning objectives for both content and language and students are tested in both areas. Classroom activities involve both group work and individual attention and much of the material used in teaching is sheltered, or made more comprehensible for the students.

The underlying philosophy of this type of curriculum is that students acquire language more readily when they are not focused on the language itself but on the content of the lesson. Benefits of this model are numerous: students acquire the language naturally while focusing on the content; students are able to progress much faster academically because they are learning academic skills, content, and language at the same time; it is much easier to incorporate reading and writing into this model; and many teachers and students think that leaning language without content is boring and repetitive. Criticisms of this approach are that some students are relatively uninterested in content learning, and some teachers think that students need to focus more time on language if they wish to improve communication quickly. This approach to teaching ESOL is closely related to the previous model, but in this model content takes the form of themes and is integrated with the acquisition of the target language. Students are considered active participants in the process of learning, not passive receptacles to be filled with knowledge.

The teacher acts as a facilitator or mediator between the active student and a 'real world' curriculum integrating student, teacher, and curriculum into a specific learning environment. Students explore different aspects of themselves and their world by speaking, listening, reading and writing about each theme. Activities in a unit having an animal theme might include telling stories about animals, recording these stories, reading and writing both fiction and nonfiction about animals.

Whole language approaches are based on the belief that students learn language more efficiently if it isnot broken down into its separate parts as it is in the form based or grammar based model, but is instead approached as an integrated whole. The integrated whole language approach has been implemented primarily at the K-6 levels, but it can also be used at higher grade levels. Criticisms of this model are similar to those of the ESOL content-based model. Validation is the process of accumulating evidence that supports the appropriateness of the inferences that are made of student responses for specified assessment uses. Validity refers to the degree to which the evidence supports that these interpretations are correct and that the manner in which the interpretations are used is appropriate (American Educational Research Association, American Psychological Association & National Council on Measurement in Education, 1999). Three types of evidence are commonly examined to support the validity of an assessment instrument: content, construct, and criterion. This section begins by defining these types of evidence and is followed by a discussion of how evidence of validity should be considered in the development of scoring rubrics.

Nokia Bb5 Sl3 Unlock Code Generator. • Encourage and allow for non-verbal responses such as pointing, nodding, pictures, manipulatives, and graphic organizers • Adjust expectations for language output (e.g. Revisions to education laws in Texas in 1975 withheld state funds for educating children who had not been legally admitted to the United States and authorized local school districts to deny enrollment to such students. A 5-to-4 majority of the Supreme Court found that this policy was in violation of the Fourteenth Amendment, as illegal immigrant children are people 'in any ordinary sense of the term', and therefore had protection from discrimination unless a substantial state interest could be shown to justify it.

In linguistics, code-switching is the concurrent use of more than one language, or language variety, in conversation. Multilinguals - people who speak more than one language - sometimes use elements of multiple languages in conversing with each other.

Thus, code-switching is the use of more than one linguistic variety in a manner consistent with the syntax and phonology of each variety. Code-switching is distinct from other language contact phenomena, such as borrowing, pidgins and creoles, loan translation (calques), and language transfer (language interference). Not longer an ELL, can pass FCAT English language learners at the intermediate fluency stage have a vocabulary of 6000 active words.

They are beginning to use more complex sentences when speaking and writing and are willing to express opinions and share their thoughts. They will ask questions to clarify what they are learning in class. These English language learners will be able to work in grade level math and science classes with some teacher support. Comprehension of English literature and social studies content is increasing. At this stage, students will use strategies from their native language to learn content in English. There is a negative perception that because some ELL's come from homes with limited social and intellectual resources they should be given lowered academic expectations. Funds of knowledge is the everyday knowledge families possess including skills in farming, animal care, construction, trade, business, finance, auto repair, and music.

Researchers found that practical activities such as these provided rich possibilities for learning to occur. Teachers should affirm and build on what the community values as knowledge.

New York, NY (PRWEB) November 07, 2016 Michael 'Terry' Marks, with his many years of experience with scaffolding, has completed his new book “Scaffolding - the Handbook for Estimating and Product Knowledge”: a rich informational book on the matter of scaffolding, for any person needing to gain better product knowledge on all types of built-up scaffolding equipment and detailed information on how to calculate cost estimates for proposal and design. The author, Michael “Terry” Marks, started out in London, England, in 1967 as a scaffolding laborer/apprentice, where he became a charge-hand scaffolder and steeplejack. The author moved to San Francisco in 1973 and has worked in the scaffolding and steeple jacking business as a scaffolder, scaffolding foreman, supervisor, manager, vice president, and owner in the USA until this day. The author has trained many scaffolders, foremen, supervisors, engineers, sales staff, and managers, and it was one of the author’s ambitions to write this book to pass on the knowledge that is contained here.

Published by New York City-based Page Publishing, Michael 'Terry' Marks’s astute work provides extensive information on the subject of scaffolding, with emphasis on product knowledge and how to estimate the resources necessary for construction. This book serves as a guide to any person involved with scaffolding in any way so that they will have a training and reference book that they can refer to for both scaffolding product knowledge and for estimating.

The first ten chapters of this book include historical data and background information including product knowledge on all types of built-up scaffolding, suspended cradles, and swing-stages. The eleventh chapter and fourteen sub-chapters of this book are dedicated to the procedures that are used for estimating; preparing proposals, bids, and contracts, including systematic instructions on how to calculate the formulas that are most commonly used for estimating materials and labour outputs for scaffolding. Additionally, there are several sections of this book dedicated to temporary enclosures, built-up shoring and false work, as well as manual and motorized suspended swingstages and cradles. Readers who wish to experience this instructional work can “Scaffolding - the Handbook for Estimating and Product Knowledge” at bookstores everywhere, or online at the Apple iTunes store, Amazon, Google Play or Barnes and Noble. For additional information or media inquiries, contact Page Publishing at 866-315-2708. About Page Publishing: Page Publishing is a traditional New York based full-service publishing house that handles all of the intricacies involved in publishing its authors’ books, including distribution in the world’s largest retail outlets and royalty generation. Page Publishing knows that authors need to be free to create - not bogged down with complicated business issues like eBook conversion, establishing wholesale accounts, insurance, shipping, taxes and the like.

Its roster of authors can leave behind these tedious, complex and time consuming issues, and focus on their passion: writing and creating.