Learning A Language At The Age Group ( Preschool )

By providing different learning experiences in the curriculum teachers will be able to meet the needs of each student’s learning style. For ELL students, New Caney Elementary offers Bilingual programs dedicated to teach both languages, Spanish and English, that will essentially allow ELL students to learn the language. Programs like these were created to help students to thrive academically no matter their circumstance. To assess students at all times, one as a future educator must ensure that we are assessing the students in each lesson plan. The teacher must ensure that each student is grasping the content presented to them by monitoring their gained knowledge. In order implement the units from the curriculum, I will strive to provide various learning experiences to each student. I will provide visual activities for my visual learners, have hands on activities for my hands-on learning students, and provide discussions for the ones that learn through hearing and repeating things out loud. Each learning experience is crucial to the student’s academic success. By providing different types of learning experiences I will be able to make the lessons more effective and

I must commend you on a very well put together analysis. It took me a while to get the hang of APA formatting which I still have not perfected, but I would refrain from referring to a reference as “the article” when paraphrasing; I would refer to the author or sources, not the type of source.

In each session, we had together I notice that he was improving on learning rhyming words pairs and he could point out words that rhyme together. He began to meet the needs of the overall goals which very limited for the short time we spend together in the four weeks. My learning was very clear for his age group. In each lesson, I would model activity and pounced each word for him so he could hear and see each rhyming words. “language modeling responses provide children with demonstrations of linguistic forms, content and uses” In the article Crating language Rich Preschool Classroom Environment by Laura M. Justice. This article highlight one of the strategies I use to work with Zachary.

The authors, who published The Bilingual Reading Practice and Performance of Two Hispanic First Graders, highlighted the importance of instructed bilinguals in two languages to provide them with exposure and motivation that helping them demonstrating heteroglossic and translanguaging practices while

The world has become a global village and that has brought a lot of changes and new work positions into the market. Almost everywhere around the globe, bilingual professionals are in high demand. Also, bilingualism opens up two worlds of experience, job opportunities, literature, resources, and cultural heritage. Bilinguals have the privilege of getting their information from a wider variety of resources. Besides, research has shown that it’s easier for bilingual children to acquire other languages later in life. A study conducted by professors of the Department of Special Education of the University of Haifa, Israel showed that “students who know two languages would have an easier time gaining command of a third language than would students who are fluent in only one language.”

A child’s first words, a jumble of sounds that no longer sound like gibberish, which cause grown men and women to turn into ecstatic five year olds, and show the beginning of a child’s path in learning language. From that point and onwards the child only picks up more words, understanding their meaning and the context in which they can be used, but eventually that child speaks a different kind of first word. A first word that causes those same parents to cringe, and flinch in disgust, as these are the common reactions that society wants one to believe occur in response to the use of vulgar words. These words that are taboo in society in every culture, and all corners of the world, words that caused many to learn what soap tastes like, to know what it feels like to get an earful for saying a mouthful, and also understand the pain that come from the instinctive smack to the back of the head from a

Johanson, M., Justice, L. M., & Logan, J. (2016). Kindergarten Impacts of a Preschool Language-Focused Intervention. Applied Developmental Science, 20(2), 94-107. doi:10.1080/10888691.2015.1074050

Specifically, I would email people in my classes and ask on Facebook for people who are University of Maryland students who were either raised bilingual from an early age or raised speaking only English, in addition to being willing to anonymously disclose their standardized test scores and college GPAs. I would then provide them with a link to a very short and simple survey asking them about their test scores and GPAs, clearly illustrating my interest in finding a correlation between early childhood bilingual proficiency and academic performance later in life. The end of the survey would have a brief thank you note in exchange for their time and effort contributions, in addition to my contact email in case they have any

It was such a pleasure taking this class. I was always interested in linguistics and wanted to dive deeper into the subject. Linguistics is a very broad topic with a lot of information to cover. While taking this class, the information provided refreshed my mind about many concepts and situations that I experience on a daily basis. It’s easy to wake up and take advantage of the day without acknowledging different uses of language. It’s imperative for everyone to become more aware of how everyone communicates; families, friends, employees, public figures, and even companies. Language is apart of who we are as a human race and it’s beautiful to break down the barriers and learn more about it.

They begin to learn languages by how things sound and by hearing their parents speaking to them, sound is very important to little children because that is how they begin learning the languages that their parents now how to speak. The monolingual baby learns there native language much better than a bilingual baby because of how they distinguish the sounds and because the monolingual is only learning one language the have to 10,000 words already learned by grade school. On the other hand the bilingual baby learn there language a lot slower because they are trying to learn two languages which is more than monolingual babies learn. The babies learn their language at a faster pace than an adult because of how they understand what a word means

I would prefer to see the two-way bilingual program as the instructional method in my district. Grouping language minority students with language majority students in the same classroom would benefit students of diverse backgrounds at a young age. Ideally students would be subjected to the two-way bilingual program during their Elementary years and would provide opportunities for students to learn other languages while becoming proficient in their native tongue. English speaking students would be able to learn another language more in depth at a younger age instead of waiting until high school to start their studies.The two-way bilingual program would also pave the way for students to become united with different cultures and learn the importance

The author will reflect on the article “Preschool World Language Learners’ Engagement with Language: What are the Possibilities? The prevailing thought that younger is better when acquiring a second language is shared by language education professionals, parents, and administrators (Kearney & Ahn, 2014). Although studies show evidence that a young learner does not have unlimited advantages due to age, beginning the learning process earlier gives opportunity for attainment of language abilities throughout the lifespan (Kearney & Ahn, 2014). World language learning (WLL) continues to increase in popularity in the United States (Kearney & Ahn, 2014). This author will reflect on the outcome of an exploratory study of preschool classrooms participating in the same WLL program. Discussion will include language awareness, teacher-initiated engagement with language, and student-initiated engagement with language.

For the evidence-based, ASD intervention lesson plans, I applied a subject and lesson that I currently use in my kindergarten classroom. The mathematics lesson will be over sorting objects by attributes. The purpose of this lesson is to build upon the student’s understanding of “alike” and “different”. The lesson also encourages students to organize items into certain groups. Sorting and grouping activities also strength logical thinking skills, and assist in building skills for future mathematical concepts. The objective of the lesson also coincides with the Common Core Mathematic State Standards for kindergarten. The overall objective for the lesson is for each child to be able to actively participate in the lesson by sharing

At 18 months, the virtual child had over 50 words at her command that she was able to use to make two-word sentences such as “Mama up” and “Doggie outside.” In their effort to further encourage the child’s development of her language skills, the parents applied B.F. Skinner’s operant conditioning theory (Berk, 2012). They would respond, using slightly longer sentences such as “Yes, the doggie is outside” before introducing descriptive and useful new words. The parents would encourage imitation and respond with positive reinforcement, which would further enthuse the child to develop her language skills (Berk, 2012). When the child was 2 years old, the parents would converse with the child at any given opportunity and would read books of her choice which further influenced her language development. Research has found that when mothers are more responsive during the first few years of a child’s life enable their children to achieve language development milestones at an earlier stage than children whose mothers were less responsive (Leigh, Nathans & Nievar, 2011). The mother had a more influential role in the virtual child’s language development as she would allow the child to explore the surrounding environment through daily walks and teach the child new words as they did. It was due to parental involvement and an encouraging, safe environment, the virtual child developed her language skills not only due to influence but to a desire to learn new

Children acquire language since they were born. They communicate with their parents. Furthermore, children and parents interact with each other using a language that we often call the first language or mother tongue. At an early age, children are only learning one language that is the mother tongue. By age and speech development, children improve to acquire a second language from the school or the environment around them. In terms of speed of langgauge acquisition, children are factorized by both the child and the child’s learning environment. Therefore, it is important to understand how children acquire second language. This paper is provided