Language classroom

Integrating Technology in the Language Arts Classroom School leaders today are under extreme pressure to improve student achievement levels. Yet, in the face of tight budgets, threats to cut extra-curricular activities, and an extensive shortage of textbooks in the schools, exactly what are teachers supposed to do to ensure that “no child is really left behind.” Despite what looks like a dead end, there is hope. By integrating the usage of technology in the Language Arts classroom, students are presented

I visited PS 181 's language arts classroom for a period of 4 sessions, and stayed 2 hours per visit I recorded notes of interactions between the students/instructors, and my own conversations with the teachers. Since I was observing two classrooms at PS 181, I established a rapport with the teachers to get a clearer understanding about their jobs, asks about the standards that are in place, and whether or not the current structures in place are effective. Both classrooms contained a large amount

dual language classrooms. Dual language classrooms often referred to as bilingual education are academic programs that are taught in two languages throughout the school year. There are two types of dual language classrooms. Often determined by population and current demographics within the school district one- way or two- way classes will be offered. One way dual language classrooms are classrooms of only one type of native language speaker. As an example, a one way dual language classroom would

Language is the medium that has various meaning and forms. According to some researchers, language is a cognitive system that has consistent rules which people use to both write and speak (Gee & Hayes, 2011, p. 6; Vendryes, 1997, p.16). Alternatively, other study claim language as dynamic phenomena, which has changing characteristics and influenced by socio-cultural context (Green, 2006, p. 2). Also, Grugeon and Gardner (2013, p. 105) explain language as a physical object that people use for social

Beyond Grammar Language, Power, and the Classroom, written by Mary R. Harmon and Marilyn J. Wilson, I began to realize how much we become caught up in the rules of the so-called Standard American English. It is sad because people are being judged on their dialect, which is a representation of who people are and where they are from. I have found myself correcting people that have a different dialect, or correcting people that say words that I have been told were not proper language, such as the word

why learners decide to use L1 in the classroom. This is because the teacher’s efforts encourage them to communicate in the target language. Harmer (2002) maintains that the second language users choose to use the mother tongue when there is no compatible with their L2 level. When the teacher does not create an environment for students to communicate naturally to use English, students may need to use L1 to communicate. If the teacher does not use the target language too much so that students may feel

A focus on academic vocabulary reveals that every teacher is in fact, a language teacher. Since all subjects use language, and are taught through language (Schleppegrell, 2012), respectable teachers will be knowledgeable about how language makes meaning in the subject area that he or she teaches. I had the privilege of talking and learning from two of my colleagues, Ms. Miller and Mr. Fox. I chose to speak with these two individuals particularly, because they have both taught math content either

outdoor with the children especially with Ezequiel. He was waving his hand and telling me to “come on” and follow him when he was indoor and outdoor. The most surprising things that happened today were noticing how much language Ezequiel has developed throughout his time in the classroom and seeing some of the children in my group bonding

Introduction Working in a classroom with English Language Learners can be a great learning experience for those going to school to become teachers. Something that I was curious about in the kindergarten classroom that I am in, is how the ELL student’s in the class could learn different educational skills in a way that would be beneficial to them. What are the different strategies that teachers can use with ELL students to make them better learners? Through my question, my hope is to find out different

greatly hinder an ELL student’s success in the classroom, some argue there are other compelling issues that could contribute to ELLs in special education classrooms. One argument suggests that some districts place ELL students in special educations because support systems once in place for ELL students have been removed. Consider that at one point in the past, there was a history of integrating bilingual languages into the general education classrooms in the U.S. regardless of where you lived. Wiley