Atl Assignment

If your students are English learners, learn a few key phrases in their native languages to model that it is acceptable to struggle with pronunciation and language learning.

Sonia Meirelles is a 27-year old Brazilian student, in the Intermediate English class, who has been studying English for 13 months (since August, 2011). Sonia has a degree in Biology and used to work as a biology teacher in a regular school, however she is currently unemployed. She then decided to start taking English lessons, so she could have more chances when trying to find a job.

This is the second required general core course in college­level writing. Observing the conventions of

Twelve-point font, Times New Roman, double-spaced (1.5), drafted and submitted via Google Classroom, 3-4 pages.

June Michaux is a 2017 graduate of Tennessee State University, with a degree in Communication Science and Speech Disorders. She is also an instructor at Tennessee State University in the newly formed Intensive English Center where she serves as the primary instructor for the Intensive English Program. She is responsible for teaching, on a part-time basis, courses pertaining to conversational English, intensive English and cultural immersion, executive English, and training teachers to become certified Teachers of English as a Second Language (J. Michaux, personal communication, September 14, 2017).

On Friday, 17 July 2015, at approximately 1400 hours, I, Officer Allison Bigham, was contacted by a Parks Services Supervisor, Andrew Jones, in regards to an associate who was reported to have their cell phone on them. Jones stated that Miller had already been told to put the phone in her locker; however, she was being uncooperative. After updating Sergeants Frank Long and Charles Drakeford on the situation, I was instructed to pick up the associate, Victoria Miller, and escort her to the South Carolina Interview Room in order to complete a compliance verification audit. I met with Andrew Jones who stated that he would help me find Miller because Park Services had no way to contact her. Upon entering Boomerang Bay, Jones and I were flagged

| Writing for new students. Course COM/155About UsWelcome students. I am going to give you tips on the writing process to prepare you for this course. Good luck to you all.

Instead of focusing on the different types of writing styles they will encounter in college and the workforce, most of the writing instruction students receive in their underclassman English courses at Carrizo Springs High School is primarily focused on preparation for the English Language Arts Texas Assessment of Knowledge and Skills Written Composition test, which has standards that are different than the outcomes they will be expected to accomplish in their dual credit English class and future college writing courses. Therefore, there must be a method implemented at Carrizo Springs High School and Southwest Texas Junior College to help students become more successful in dual credit English before they even step foot in that class. Students must understand that how they perform in that class will have an effect on their

I am in receipt of the Court Order in the above referenced matter dated January 26, 2017 appointing me to conduct a forensic evaluation. To date, the evaluation has begun and appointments are ongoing and have been scheduled through the end of July.

Grand Canyon University: ESL-434 Advanced Principles of SEI Instruction and Assessment Sep 24, 2012 (O101)

[ For Ish-el, I will support him by praising him on his hard work that he has put forth daily. He never gives up in trying to learn a new task. I want Ish-el to understand that although he may be doing a good job in many areas of this subject that there is still room for improvement. I would like to work with him to make his notebook a much neater and more efficient place of storage for his information. I would like to see him perfect not only his box and bullet strategy but all of the note taking strategies’ that we have talked about. By doing this he will have a bag full of strategies to pick and choose from when recognizing the different text structures that he is in or artifacts that he has in front of him, We will be using these same strategies throughout the semester, I would

particular feature of language or could be authentic texts "adapted" to contain or highlight certain features of language. However, Johns and Davies argue that learning should contain a purpose and that texts in the language classroom should act as “vehicles for social and economic contacts and for the transmission of ideas”. Consequently, they propose an alternative to TALO which looks at a Text as a Vehicle for Information, or TAVI. This is where understanding the text is the main priority and the text should have some relevance to the students. As a result, cognitive strategies are reinforced. Because of this, Johns and Davies (1983: 4) add that where “where possible the texts will be selected not by the language teacher but by the students

Submit an additional video file named “Language Use” of no more than 5 minutes in length and provide time-stamp references for student language use (this can be footage of one or

Some linguistic models try to explain the development of second language acquisition. The three most common models are (1) the Universal Grammar Model, (2) the Competition Model, and (3) the Monitor Model. The Universal Grammar Model refers to the system of principles, conditions, and rules that are properties or elements of all human languages. At the same time, each language has grammatical rules that vary from one language to another. Thus, Chomky states that different languages have a limited possibility of different grammatical structures (1975). Therefore, second language learners base their second language acquisition on universal principles common to all languages, and on the force of the particular rules of each language. All of those can be concluded that as a human, especially as children, we have vary form of rules in language, in this case is second language.

It is not uncommon to say that grammar instruction plays an important role in language teaching. Regarding the status and importance of grammar teaching, a variety of opinions have been made. Batstone (1994) states that “language without grammar would be chaotic: countless words without the indispensable guidelines for how they can be ordered and modified” (p. 4). More vividly, Wang (2010) makes two similes. She compares grammar to the frame of a house, which is a decisive factor to ensure the solidness of it. Additionally, she regards grammar as a walking stick, whose function is to help and support students to learn English. Thus, the nature of grammar instruction manifests its own significance as it helps students