Shadowing Guiding Questions Purpose: Observing Language Use in Different Context *Student’s Name has been changed for confidentiality. Does your student speak a language other than English at home? Do any of his/her family members speak a language other than English? My student, Zachary, and his family speak Filipino. They recently moved to Hawaii from the Philippines. During your observations, when was the student talking and participating more than other times? What were the circumstances (group size, one-on-one, activity)? Why is it important for you to notice this? Zachary was participating most during individual work, particularly when working one-on-one. He did not respond when he was called on during whole group in English Language Arts. Once the students were released to work individually, he struggled with his work. I was asked to step-in and assist. Once we were working together, one-on-one, he became considerably more responsive. Zachary was more active during math than English Language Arts and Social Studies. This is likely because numbers are familiar, something he has experience with. At one point, when students were working with expanders, he participated just as much as everyone else. It is important that I notice this because, if I were his teacher, I would know that he is not comfortable working/contributing when working with whole groups on tasks that require the use of English. Therefore, I would try to place him in small groups, so he can freely
From Genesis 1.1-2.4a it can be discerned that God is the creator of all. He created the world and its inhabitants from a vast nothingness. The text reflects upon who God is and what His capabilities are through the act of creation. The verses allow that God is communicating with us. It is communicated what Gods will is for man and gives us a history of our beginnings. From the data provided in the verses, scientists can conclude as to the how and why the order of creation came about. For example, light was first, land second, and then plants. Light and land are needed for plats to survive. The passages allude to the fact that He and He
When a student who is not proficient in English enrolls in school, parents are given an English language survey. When the parents fill out the survey, if the student’s parents respond to the first three questions on the survey that their home language is not English, then the student is given an English
The participating students were observed for a period of two days. It took place during reading class. The observation had to be during the beginning of class until
Many parents believe that it is better not to speak English. When this happens the students will not receive the practice that they really need. The student must know their parents’ language it is imperative to the student’s cultural identity and has to maintain a healthy relationship with their family. Parents’ have concerns about using their native language with their children include: learning another language is too difficult it will delay their language development; the child will not be able to master either language; they will not be as proficient as the students who know one language; confusing the two languages will happen; and they will communicate in English with an accent. The school should address these concerns before the school year begins.
I noticed that most of these behaviors are during recess time or PE session so I decided to attend all the recesses and the PE sessions to observe the two students. Mean while we will be observing the whole class.
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Say for instance that a child is born in the U.K to parents of a different nationality or is brought up in a multicultural and diverse community where the use of the English language is influenced by many different nationalities then communication in a school setting would have to be adapted further to accommodate these variables.
Sometimes you might need a translators in order to communicate with students from different countries. It gets very difficult when the parents of children I work with do not have a solid base of English since they are not able to help their children with homework at home. To overcome this problem, at times I have morning tutoring, where I work together with students on their homework instead of sending it home. This is very challenging, for example this year I am working with a second grade student who is Romanian. His mother does not have a solid base of English and the student himself is neither fluent in Romanian nor English languages. So, I believe overcoming language barriers is one of the challenging aspects of working with diverse
Ginny Osewalt shares with her readers five common techniques when working with students that have difficulties in learning and those whose principal language is not English. Osewalt prompts educators to keep in mind that the pace within the classroom my need to be slowed down to accommodate or stepped up to challenge individual students. She also stresses that all teachers need to use a variety of methods to meet all students needs and varied learning styles.
I believe there are various circumstances where a child is in the process of learning or adapting to a second language if they came from a different background than the ones who grew up speaking english. Personally, there have been various foreign exchange students who have been in my classes. These students sometimes spoke a different language at home and would sometimes need to speak their original or “family’s language” at school in order to find an interpreter. I believe it’s okay to express yourself in any language you want depending on the circumstances. Even though I was never in a situation where I needed to express myself in
The second language learner that I have chosen to assess in my case study is an international student from Korea who is now attending year 11 and does the ESL course at my school, the Hills Grammar School. I will refer to my student with the name ‘John’ for confidentiality reasons.
In order to encourage parents and children to continue to use their native language at home educators can send home notes that are translated into their native language. Progress reports and report cards as well as notes home to the family should be translated into the native language as well. By doing this the family will feel welcome into the school community and will be a part of their child’s education simply by knowing how the child is progressing.
The official language of the Philippines is Filipino but the second language here is English. English is typically every country's second language, what makes this place different about having English is the second language is that if they are in college or have a degree they, phillipines will be able to speak fluent English. This is because the college professors speak in English to teach. Everyone who lives in the Philippines is called Filipinos, most of them have a religion of roman catholic and that's around eighty percent of the population and five percent of the population is Muslim. The people who live in the Philippines have beautiful places to see (“Ethnicity”).
In the field of education there could arise many philosophical ideas of each individual teacher. Many of the past philosophies have been and still are used in today’s education programs, such as the Socratic method. My philosophy will also contain some of the many philosophies of the past and possibly the future. I will state the nature of students, the nature of knowledge, the purpose of public education, method, and curriculum according to my own philosophies, which also may be based the philosophical ideas of previous individuals.
Previous Knowledge: In the previous lesson, students have learnt preposition of place and are exposed to several texts on interesting places. They were also exposed to