TA 4 Assignment

For the cultural immersion project, I decided to study Hispanics because they have a very rich, diverse culture, and I enjoy listening to their music. Also, I felt like this group of people deals with many stereotypes, especially with the media portraying negative images of countries like Mexico. Initially, I felt that this culture would be very bold and outgoing. I assumed that they placed a higher value on relationships and hard work rather than education. In order to observe them, I went to the Fiesta Market in Bolingbrook. First, I observed the workers. They would lift crates and boxes without any hassles. While working, they seemed to cooperate well as a team. The workers seemed to enjoy engaging in interpersonal communication as compared

|offer the company are doing on styluses at the moment. Alan checked the database before mentioning this and he saw that this customer | |

In the Planning Ahead and the Planning for Instruction and Assessment sections indicates the EdTPA is composed of 3-5 consecutive lessons. Do we complete the two lesson required for this course consecutively? My placement site plans of Friday for the following week; how do I plan for commentary using the curriculum pacing guides provided to me that is also a district requirement?

This week’s assignment involved understanding how functions work in the context of Python. The programming assignment is the most useful part in this chapter as it allows me to practice some more on programming Python. While working on the assignment, I was trying to think of the most efficient way to write code for this assignment, and I ended up defining to additional functions in addition to two functions required to complete the assignment. The first function tells Python to print one blank space. The second function tells Python to print three blank lines. Then, I combined the two function into the two required functions for this assignment. I started to understand how a well-defined functions can be used as a building block for other part of the

When teaching any grade, it is imperative to know the students you are teaching and where they came from. What I enjoy most about teaching is finding out what motivates my students to learn; I find that once a student is motivated to learn, there is no stopping them. When teaching literacy to Spanish-speaking students, motivation plays a key factor to their academic success. As literacy specialists, we need to understand how important a student’s motivation can affect his or her learning capabilities.

MUCS statistical analysis plan of reducing depression through education is done by assessing the before and after scores on the PHQ-9. The PHQ-9 will be taken before the intervention and a summative score will be calculated for each participant, then the same process will be done following the intervention. The scores from the first assessment will then be compared to those from the second assessment. Scores will only be considered from those that complete all 12 weeks of the education. The PHQ-9 was chosen due to the fact that it can be completed in just a few minutes and can be scored rapidly ( CQAIMH, n.d.). The assessment has 9 questions and a scale of 0-3 based on the way the patient has felt in the last two weeks; zero as not at all,

MCO Wanda stated she was making relief at Colorado/5th. As she was making relief she heard a loud noise. The bus was at stand still at the bus stop.

Juan Carlos studied English at school, but found it unsatisfying because he only did text book tasks and dialogue memorization. At University, he studied technical English required for the IT industry. After some time,

Sit in a circle and talk – In this activity children are made to sit in circle and are given topics to discuss. Topics such as puppies, cars, etc. can be given. Children can get pictures for the given topic and talk on it. They can point out similarities and differences, its appearances, colors, etc. Finally conclude the activity saying that inspite of all the differences they are the same like for instance all puppies are adorable and cars are essential mode of transport.

Think about the times you have used the Spanish language outside of the classroom. Unless your family speaks Spanish, most of you don’t typically use the language often. Due to this, the class

He gives us three ways to enhance proficiency of English language in Hispanic children to grab the opportunities across the world. The first suggestion Amselle gave is “It is a Centre for uniform opportunities”. By having knowledge on global languages

As a proficient bilingual speaker of Spanish and English, and as South American, I am able to understand my participants’ culture and language background. This mutual understanding and shared sociolinguistic background will be used as tools to develop a strong rapport with the participant children, which is foundational to establish the credibility of this study. In addition, it is necessary for this study to confirm my understanding of the participants’ answers by asking

Nowadays young – English Ecuadorian students are highly benefited from English; therefore, the importance to bear in mind the effect that written communication has got on English language learning process. In the same order, it is vital to address code mixing as the reason why students use Spanglish which is mixing words in their native language- Spanish and the target language English. It draws attention to the fact that learners create new words and even sentences with a blended version of Spanish and English. Therefore, this essay focuses on the review of selected authors who explain relevant aspects of Spanglish when learning English as a second language. The resources reviewed show the history of Spanglish, causes of Spanglish, consequences of Spanglish, examples of wrong morphological constructions

The informant’s language of Spanish can affect the grammar of English Acquisition. For example, Part Four focused on phonetics. Distinguishing different languages by using phonetics is important because it allows teachers to examine the differences between the sounds of source and target languages and explain this difference to learners. In Part Four, we noticed one of the dialectical differences between the English language and the Spanish language. The difference is that the Spanish language has accent marks in the letters. Accent marks are essential to how we pronounce words. This was also shown in Part Six. While observing the translation of sentences between Spanish and English, my partner and I noticed that some words were changed in Spanish to include accent marks. Accent marks change the letter sounds. They help to determine how a letter is supposed to sound in words. For example, “The white mouse at bread and crackers” translates to “El ratón blanco comió pan y galletas”. Another dialectic difference that we came across was the different alphabet. The Spanish alphabet contains letters that the English alphabet does not such as: ch, ll, ñ, and rr. Lastly, the Spanish language also appears to have a shorter sentence stress than the English language. Our informant said the words in her native language and during that time she did not elongate the vowels instead, she said them rapidly. In addition to how Spanish Grammar could affect English acquisition, Spanish

The theoretical framewok that informed my instructional design for developing my students ' communicative competency in Spanish is the work of Helena Anderson Curtain and Carol Ann Dahlberg "Languages and Children, Making the Match (2004)" which "...emphasize the importance of a thematic center to support comprehension, providing a context to involve students in use of the target language". Their theory links to my planning and instructions as I use a thematic center on health to achieve the learning objectives and allow students to engage in conversations. My instructional design is also inform by the Howard Gardener 's theory on multiple intelligences (Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic, 1983. Print.) which postulates that students learn information through a variety of sensory modalities. My theoretical framework is also inform by the dual-coding theory developed by Mark Sadoski and Allan Paivio (Sadoski, Mark, and Allan Paivio. Imagery and Text: A Dual Coding Theory of Reading and Writing. Mahwah, N.J: L. Erlbaum Associates, 2001. Print.) as well as the Total Physical Response (TPR) teaching method developed by Professor James Asher (Asher, James. James Asher 's Total Physical Response [TPR]. Print.) and Stephen Krashen’s theory of comprehensible input i+1 (Krashen, Stephen "Stephen Krashen 's Theory of Second Language Acquisition" 2007. Print.) Based on these theoretical frameworks I will plan my instruction so that it