Kadra was born and raised in Somalia where she grew up speaking Somali. She lived in an environment where she was not exposed to any other languages, and those who surrounded her were of similar upbringing. Until the age of seventeen, Kadra attended school in Somalia where she was in an honors student and the top of her class. Unfortunately, Somalia had been at war for the past three decades and became a place where Kadra could no longer live so she moved to Canada as a refugee. Once in Canada, Kadra was thrust in a foreign environment where she was unable to communicate and could understand nothing. The family who took her in were brought up in an English-speaking country and could therefore speak limited Somali; Kadra was thus in a situation …show more content…
For two long years, she worked hard to gain oral and written competency in the language, so she could be fully integrated into Canadian society. As a refugee, Kadra strived for a better life and a bright future so she worked hard in her studies. In school, her formal education trained her so that she could be prepared to enter high school. Her instructors utilized various methods within the classroom, some of which aided in her language acquisition and others that did not suit her learning preferences. Oftentimes Kadra preferred group work and presentations over written assessments. The interactions with peers of similar level provided her with a comfortable atmosphere where she became eager to interact and learn. However, a major aspect in her journey to learn English that Kadra found difficult was being able to write academic essays. There is a major disparity between how one speaks in everyday life and how one articulates themselves on paper. Although she knew the topics well, Kadra struggled in being able to convey her thoughts in a formal, theoretical manner; an issue that she struggles with even until …show more content…
Once Kadra was successfully capable of reading in English, she found herself going to the library on a regular basis. Starting from low-level books and progressing into long, complex novels, Kadra immersed herself into the world of reading, and along with it came a better understanding of the language. She found that the novels gave her a better understanding of Canadian culture and its vernacular in a way that her schooling could not. The novels exposed her to an extensive array of vocabulary that she typically would not be accustomed to and the higher-level works challenged and motivated her to work
What allows a human being to constantly face-up to the responsibilities of life? What makes a mother or father continue to clothe, feed, and pick up their child from school? What makes a person wake up every morning to go to a job he or she hates, come home, and begin the whole process the following morning? Is it "responsibility" that makes a person do what they have to do, or rather is it fearing the consequence? Truthfully, this would depend on the situation. Parents would most likely fulfill their responsibility towards their child or children because of love; but a person who hates his or her job probably continues to do it fearing the consequence of unemployment. In the end, one realizes that despite all the responsibilities a person
Through all the readings that she had possessed she had become, what was the start of, an independent woman. The fact that she continued to read to further her knowledge and to learn more did not faze her that not many other women were doing as she was. At a young age she knew that “settling” with the roles of women during this time was a life that she had to choose but she also wanted more. She wanted to educate herself and that she did through the works of her favorite author’s books and poems.
From the age of sixteen, Margaret has had the attention of pursuing writing as her lifetime career. Her growth in Toronto continued, and after studying at Victoria University in Toronto for four years, she earned her bachelor of arts. Furthermore, a year later, she acquired her master’s degree in English literature from Radcliffe College in Massachusetts.
To improve literary skills, lower class citizens should take the initiative outside of the education system to increase the likelihood of breaking through their class’ economic barrier. In the essay, “The Joy of Reading and Writing: Superman and Me”, Alexie says that he grew up as a part of the lower class on a Native American reservation. His parents often had to find different jobs that only paid minimum wage, which made it difficult for his family to live comfortably. Even though his family was part of the lower class, his father continuously read books. Alexie began reading to follow his father’s passion. He looked at novels and eventually understood their composition. Alexie’s firsthand experience allowed him to learn how to read in a much more efficient manner than if he learned through the reservation’s mediocre schooling system. Outside reading also motivated him to learn more. Alexie loved the feeling of gaining more information on how to have a positive impact on society. If he did not dedicate time for reading outside of his
Shamia learned to read and write before school. She taught herself by watching her older brother learn to read and write since he’s two years older than her. She picked up on grammar rules and simple writing processes such as pre-writing, proof reading, and processing simple sentences. When she wasn’t learning from her older brother, she sometimes went to school with her mother. Dorothy, her mother, worked in the day time and went to school at night. When Shamia would go with her mother to class at the University of Memphis, she would copy down the notes on the board about English literature. Her experience in the University of Memphis classroom advanced her maturity in a classroom setting early on. Her behavior in the classroom was so mature she
Sydney knows that there are going to be ups and downs as a reader and writer, but she will always know how to improve and where she wants to be. So far, her reading and writing experience has been nothing but positive, and something that Sydney can really get into and enjoy. After all, school and home were a great encouragement ever since she discovered how much she liked it. Reading and writing have become Sydney’s skills that she will always possess, and that will never fail to make her
This Literacy Case Study assesses the understanding and fluency of a fifth grade female student enrolled in one of Alaska’s rural village schools. The participant is an ELL student, with Yupik being her original language. I will discuss within this case study the participant, her prior assessment data, and the assessments I will administer, along with the results and the recommendations for the individual. Finally, I will reflect on both the participant and the professional practice I gained from this experience. This study is meant to analyze the literary progress of the participant at this moment in time, along with provide recommendations to assist in improving on the student’s progress and understanding.
Throughout my childhood, college education has always been a concept in the minds of my parents and I. As a result, it was my duty to excel in my studies and achieve that idea of having great success. In order to pursue that dream I had to learn how to read and write which had many ups and downs. Therefore, my youth was overtaken by many hours learning how to read and write in the correct “Standard” English.
Challenges in life are inexorable. However, I found that such barriers often present benefits. Currently, I am facing a plethora of arduous tasks. My whole life I have been plagued with poor literacy skills; furthermore, my English grade in high school reflected this. When I became a senior I realized how salient writing and critical reading skills were, however as most students are a step ahead of me I often felt helpless. At the same time my AP English IV teacher understood my situation, and provided after school hours to help hone my English skills. At length, I began to improve gradually, soon I was turning C’s and B’s into low A’s. However the teacher found her hands full with UIL and photography, I understood that now it was my turn to improve myself without an outside source.
Kaleb has experienced mixed results in English. He occasionally contributes to class discussions when focussed on the topic. Kaleb is continuing to develop his speaking skills when presenting to the class. His prepared speech demonstrated improved use of eye contact as he attempted to use palm cards. However, Kaleb needs to include more detail and expression. Kaleb reads slowly with increasing accuracy and is developing his fluency and expression. He successfully decodes most unknown words but must remember to monitor his reading to maintain understanding. When writing, Kaleb attempts to describe actions and objects. He is beginning to organise his writing using paragraphs. However, Kaleb needs increase his efforts to produce longer texts and use punctuation consistently. He is continuing to develop his spelling and grammar skills.
Welty's language conveys such intensity and shows how valuable her experiences were to her by stating and explaining how the urge to read pushed her in such a way. I the text Welty tells of a cruel, witch-like librarian and how everyone feared her, however Welty's mother did not. Due to this, Welty's mother politely requested that her daughter be allowed to read any book, even adult ones but not Elise Dinsmore. Also with Mrs.Calloways rules about books, it pushed Welty to read as fast as she could. By being only allowed to check out two books a day and not being able to return any book the same day led her on an insatiable spree. With limited time she read as fast as she could to be able to read many more books.
In writing, Natalia continues to show improvement in her ability to write longer assignments. She was able to write simple and compound sentences independently. In the last writing assignment, Natalia was able to write a four paragraph argumentative essay with an introductory paragraph, claim and counterclaim with supporting evidence and a concluding paragraph. When Natalia wrote this essay, she did not use a graphic organizer to organize her information. Instead, she used the teacher-generated rubric as her basis of what needed to be on the assignment. Because of this, she struggled in organizing her reasons and evidence logically. She was able to write complex sentences, but there were missing punctuation marks. Natalia
Laurin is a seven-year-old, female that is referred to the examiner by her mother, Shari W. She has referred Laurin because she needs assistance developing her writing skills. She understands the basic components of writing yet she still needs help developing sentences with appropriate punctuation and grammar usage. In her language arts class she maintains a B- letter grade. However, her mother would like assistance to continue her development in this area. Her mother states that Laurin has good knowledge of vocabulary and spelling, yet she has trouble with the construction of complex sentences. The area that Laurin's needs assistance is considered a performance deficit, meaning that she has the ability to accomplish and receive acceptable grades. A possible explanation for Laurin’s difficulty is that Laurin has not been formally educated about all of the rules of the English language due to her age. Upon completion of
The most fundamental reason for high costs and low quality plaguing the US Healthcare system is the fact that there is a lack of collaboration and shared patient information between the different healthcare providers. This lack of collaboration results for multiple reasons. For example, Primary Care Physicians (PCPs) are faced with drastic increase in overhead costs. Because of the increase in overhead costs coupled with the current system of insurance reimbursement, PCPs are forced to see more and more patients per day which in turn results in less time for each patient. Moreover, there are multiple rules and regulations forced upon them by the insurance companies and to fulfil those requirements, extensive amount of time is consumed which
Growing up, Welty embodied many intense feelings towards reading. She began reading at a young age. Welty would not let her librarian, Mrs. Calloway, impede or dissuade her from reading. Although Mrs. Calloway wielded her “dragon eye” and “commanding voice” Welty--at the aid of her mother of her mother, managed to obtain a library card.