Experiential Language Module On Indonesian

Allen, Ms. Chursenoff and Ms. Diaz were able to overcome many of the previously mentioned challenges by desiring to understand their student's challenges and realizing the responsibility that they hold in their education. Ms. Chursenoff observed that it was important to "become familiar with a variety of cooperative learning strategies" (Ariza – Whelan, Eileen N., p. 4, 2010). She also realized the importance of always "implementing instructional strategies that are congruent with Hispanic cultural traits" (Ariza – Whelan, Eileen N., p. 5, 2010), in her situation, but those strategies can be utilized for all cultural traits, as well. Ms. Diaz "realized the only way she could help her students become successful in learning a second language was by learning what she did not know about their culture" (Ariza – Whelan, Eileen N., p. 7, 2010). That excites me! I would love to study and research other cultures. I strongly believe teachers do "have the clearest understanding of what needs to be done to successfully educate students in today's world" (Ariza – Whelan, Eileen N., p. 7, 2010), contrary to what the majority of people may surmise. I absolutely love how Ms. Allen advocates for her students. She stands firm against the ideas of policy makers to be the ones who make the laws for the children in her classroom. She shares the same beliefs and values that I have as a teacher. I truly admire

Ms. Tate is very fluent in Spanish and feels that knowing that language has helped her in becoming a more effective teacher the Latin Americans ELLs. She can tell if a student has some hang ups in the English language and therefore can recognize where the problem lies. She can see if they are not getting a certain language pattern and why, then she can compare the two languages and focus on how to get through the barrier by explaining the differences between the two patterns. Tate also says using the Krashen method where there is more comprehensible input and not everything is based on output produces better results than when she taught before and students had to listen for a long time before producing anything. She loves the curriculum we have: Sopris, Direct Instruction for true Spoken English. It is based on Krashen and gives comprehensible input in repetitive patterns in small doses. It runs

Selecting materials relevant to ELL’s experience or culture; strategically using students’ first languages to make the content delivered in a second language more comprehensible teaching word learning strategies that build on first language knowledge such as using cognates; and frequently using partner talk to give low-English-proficient students more opportunities to talk with more English-proficient

For the past six years, I have had the privilege of sharing my first language, Spanish, and Spanish culture as a teacher at a small private elementary school in a small rural town where diversity is almost non-existent. It has been a pleasure to open up a window to the outside world in the classrooms of this school where the students and I get to explore Spanish culture and language without having to leave town. My experience sharing my culture as well as my bilingual skills, however, extends beyond the elementary school classroom. Prior to teaching Spanish at the elementary school level, I worked as a Spanish-English translator and interpreter at various companies, and I also taught Spanish to adults.

In Mrs. Gonzalez’s Spanish class, her students learn the Spanish language is a vast range of contexts – both social and educational. Effective

At NBIS, I worked with Ms. Ducharme, who I had for my Spanish I teacher. I spent many hours observing her teaching style as well as her classroom’s attributes. Both aspects helped me better understand what teachers need in order to be successful. One thing I did in order to head start my own classroom was purchasing latinoamericanos flags and several posters. I discussed with Ms. Ducharme different theories of how a Spanish class could be taught. My thought, now, is to teach in the target language while connecting it to students’ native language. In addition to observing, I made copies, preparing for upcoming lessons, and even was able to teach a class when Ms. Ducharme had a substitute for a period. During that time, I proctored a commonly asked question, “¿Cómo es tu amigo?” for students to respond in their journals. I also reviewed the five forms of

At Edina High School I participated with the Culturally Linguistically Responsive Cohort where I developed skills by employing new culturally responsive strategies in my classroom. The programs are designed to bridge all cultures of learning. Moreover, I strive to construct a community of learners in my classroom by building on one another and personalizing our learner. Throughout this year I have learned to utilize techniques such as; call and response, fishbowl, campfire discussion, jigsaw, pass it on, shout out’s, round robin, and teacher read which have assisted in my students learning and my own growth as a

Spoken Language in my opinion follows a different set of rules to written language in this essay I am going to explore the ways spoken language is used by television interviewers. I will be using the political chat show This Week as an example of the spoken language on TV chat shows. This Week is a political and current affairs chat show broadcasted every Thursday night on BBC one. The show is presented by former editor of the Sunday Times Andrew Neil and is accompanied every week by ex Conservative Party Member Michael Portillo.

According to a study by the University of Phoenix Research Institute, “demand for American workers who speak foreign languages- particularly Spanish and Chinese- will rise over the next decade”(“Rising Demand for Bilingual Workers among Employers”). As the United States continues to diversify, being bilingual or multilingual is becoming a key part to be successful in life. A student’s school education, beginning at the first day of kindergarten, is supposed to build and prepare a student for the future, so why is properly learning a new language not a priority from the start? The teaching of a foreign language should begin elementary school because learning at an earlier age is optimum for an easier and effective learning process and provides significant benefits that can last a lifetime.

This kind of focus allows students to practice language, thinking, reading, and writing skills in real, meaningful, and interactive situations. Students also come to realize that teachers value and appreciate each child's culture and language.

In summary, technology offers many benefits for students with communication or language disorders. They break down the barriers that prevent learning by offering specialized software, readers, voice synthesizers, and tools that allow students to communicate and interact with peers. These technological tools can offer students like Gabriella the ability to experience independence and educational success alongside their typical peers in a general educational

In this lesson I implemented the Language Experience Approach (LEA) with a seven year old boy in the second grade. Nessel and Dixon (2008) write that the LEA is an approach to literacy instruction that uses student dictation, supported by teacher writing, to create a reading text that includes student vocabulary and language patterns. When using the LEA approach, students are encouraged to dictate a story, either as a group or individually, from their own personal experience. In the first step in the LEA process, students engage in a discussion with the teacher about their experience. In this stage, the teacher supports the students as they clarify their ideas and impressions of the event. The focus of this step is on building students’ oral

Firstly, student learning can be enhanced through language sharing. Students from culturally diverse classes are usually come from different places, for example, Europe, America and South Asia. Different countries have their own mother languages. For American, they speak English as their mother language and they can speak very fluently with the accurate American accent. Through classroom interaction, Hong Kong students can learn English more accurately with correct accent and

As we discussed earlier, Mainstream English language development (MELD) program’s goals are first to develop English language fluency, second, to provide an equal opportunity for native speakers as well as bilingual students to accomplish academic success and to facilitate academic support, and finally to promote each student 's sense of self-worth while, at the same time, enhancing his or her familiarity with key cultural factors. Language is part of the culture and culture was described as a capital that gives identity to each individual. Therefore, it is essential for us as educators, to understand the importance of culture and language of the immigrants or bilingual students, especially Spanish speakers (Hispanics) and to value them by integrating their language and culture as part of their educational process. This integration will facilitate the teaching and learning process for both teachers and students. But the question is, whether the Mainstream English language development program has been successful not only to achieve its goals, but also to integrate the language and culture of the students as part of the teaching process?

Nevertheless, he said, “Teachers should attempt to build relationships with their students by asking them about their culture” (Young merchant). I asked him to elaborate more on his thoughts. And he continued: “Teachers should include students’ culture into the classroom”. It was clear to me at that point, that this young man was stressing educators should understand their students’ cultural background. By accessing our students’ funds of knowledge, we can help them succeed in the classroom (Egbert & Ernst-Slavit, p. 40, 2010). Students who feel welcomed are more likely to excel both academically and socially. In my current placement, my kindergarteners share with me some cultural experiences they have at home, or that they practice in their native country and sometimes they speak in Spanish forgetting that I do not understand their language. I always inquire about their culture, making sure they share with me that which they feel comfortable sharing.