HLTA 2.3

Teachers are forcing kids away from taking specific classes due to bias opinions, which is why for many schools in the United States language is not looked at as a priority. Picture growing up in a small town, in Maine, which in the data table from Shin and Kominski’s report showed to be a state with the least amount of citizens that spoke a language other than English as their primary language, shows that for some people language is hard to see has being important. In High School some have found a passion in language but don’t receive the proper curriculum that would allow them to succeed. Instead of introducing language in High School, our school systems should focus on adding it into the curriculum that is taught in elementary school and middle school. By starting when you are young, the time you are graduating high school you can speak at least one other language and classify yourself as bilingual. Dianne Steinbach explained it as, “Something that many of us took for granted when we were younger people is now disappearing” (First Speakers:Restoring). Since there is such a large increase in language diversity

As a HLTA, communicating with fellow colleagues is essential to success in the work place. Identifying peoples strengths and weaknesses, and working together to overcome any weaknesses will lead to a highly successful school environment, as no one will feel like they are struggling and everyone works closely together to help each other out. This is done in morning and evening debriefs, this gives us as teaching assistants and supporting assistants time to figure out where to implement strategies and who with in order for it to work in its best form. I also recognise bonds between particular children/young people and particular staff members, and when that child/young person requires a particular level of support, then I would actively seek

Language differences – this could be due to the choice of words use. Others linguistic abilities may differ from any individual’s own, leading to poor explanations and misunderstandings. People should consider the language barriers and should have interpretation services available where necessary.

Language barriers could play a big part in a staff member understanding what they are hearing or reading. A manager should encourage this member of staff to get extra help from themselves or an early year’s advisor.

Before discussing the rest of the topics, I want to discuss what I already knew prior to viewing all of the sources. As someone taught by the American education system, I’ve seen how things work, and in America there isn’t a great effort being put forth to teach young children any language besides English. I remember learning the colors and one through ten in Spanish in elementary school, but that was really the most we ever learned

impact on the education of AAVE speaking children because they are more likely to be

Although second language learning and adult experiences learning new words are not precisely correlated to the problems that children and adolescents may experience, this example ask Speech- language pathologist and audiology to consider the dynamic interplay between language knowledge and auditory processing in the forefront of their discussion. Furthermore, Wallach suggested practitioners should treat children diagnosed with APD the same way they treat children who have been diagnosed with language and learning disabilities. Keep auditory weakness identified one’s audiology colleagues in perspective. Even if auditory problems exist, focusing on language should be incorporated. Keep contextualized and decontextualized aspects of language clearly defined, and understand the role of contextual support in both spoken and written language, especially when addressing a child’s auditory processing skills and

The ladies in the group are between 22 and 45 years of age. Four of them are mothers, except for one and none of them have grandchildren to date. All are Latino and all are U.S. citizens. Four have Mexican roots, but were born in this country, and the fifth group member was born in Puerto Rico and has been in Chicago for 20 years. Everyone is bilingual, but the woman from Puerto Rico still struggles with her English at times. It is the opinion of the other members of the group that she has a command of the English language, but she lacks confidence both when speaking and listening in English. The group was held entirely in English, but the group members were careful to ensure she was able to participate as actively as everyone else. All but one group participant was the first member of their family to attend college. Everyone in the group has families, and no one has any identifiable disabilities. No special needs of any kind other than the perceived language barrier were identified for this group.

In order for the United States to compete in the new global markets and maintain a strong diplomatic and economic position, the country needs a cadre of professionals fluent in todays critical languages and cultures such as Chinese, Arabic, Russian, Hindi, Korean, Persian (Tajiki), and Turkish. Traditionally, most school in the United States teach Spanish, French, and Latin. Encouraging students to learn these language is no longer a priority for the U.S. because, 37.6 percent of the U.S. population already speaks Spanish (Gonzalez-Barrera), and French and Latin are no longer the lingua franca they once were. Because Central and South

On the other hand, I find myself fearful of not being able to communicate on the right level for my client. I hope to work with elementary to middle school aged students. Therefore, when counseling a student who is only 6-years old, there may be a language barrier. The barrier could relate to a student having a different primary language from mine or may be that I am unable to simplify my language so

Influential factors of disproportionality. Disproportionality occurs, across many ethnic groups, for a variety of reasons. One of the reasons is due to the over diagnosis and underreferal of students identified as English Language Learners (ELL) resulting from poorly designed language and psycho-educational assessments (Case & Taylor, 2005). Another challenge for ELL students is the challenge professionals have in distinguishing between linguistic differences and true disability, which may cause them to perform poorly on academic work with high language demands (Abedi, 2006). As their own group, ELL students face chronic over and underrepresentation in all categories.

I chose adults with languages barriers because I’m living in El Paso, Texas, where close the border New Mexico, Arizona, Mexico, too. So there are so many people who have language barriers, especially Spanish. I can see anywhere the people, who cannot speak English also, they needed help to translate. If they have language barriers, there is limited access to health care. With this reason and several references, I chose this population. My teaching plan was offer some information to this population regarding to the chronic diseases such as diabetes, heart disease and stroke. With those reasons, I chose the populations, who have language barriers, especially Hispanic. When I interviewed the nurse regarding to get information about this population,

The relationship between a person and their family is usually considered important. Studies have recently show that they are more important than would be noticed at first glance. Having strong family ties has been shown to provide resistance to peer pressure and that having factors in a person’s life such as maternal warmth and positive psychological connections with family members causes a greater resistance to peer pressure (Chan & Chan, 2013). Other factors in family life influence the levels of resistance to peer pressures. It was noticed that in immigrants, those who had a low generational status, meaning their families recently immigrated and had a good relationship with their parents were less likely to be susceptible to peer pressure (Bámaca & Umana-Taylor, 1997). When children have a high regard for their parents they are also shown to have a higher self-esteem and a higher level of resistance to peer pressure (Sim, 2000). The relationship with families is very important, if strengthening this relationship can boost self-esteem and as a result boost resistance to peer pressure there are benefits in strengthening this relationship other than happiness between family members. If the relationship between families influences self-esteem levels and resistance to peer pressure then it is

The cognitive skills of those who study foreign languages has proven to much more advanced than those who are monolingual. Children who

Because they are not exposed to spoken English outside the classroom very much and have had little listening practice in their previous learning experience, they sometimes struggle with the different accents of English speakers (natives who speak quickly are particularly difficult to understand).