who may be special education and/or gifted students. Assessments that are appropriate for ELL students are assessments that are based on their levels of skills and grammar. Teachers should incorporate and create assessments based on the various proficiency levels of their students and use ELLPS to assign tasks within their classrooms. Teachers should also use data to drive their instruction and their assessments for ELL students. Currently‚ I assess my ELL student who also happens to be classified
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about losing an accent to adjust with the current lifestyle. Gloria did grow up in the Untied States but spoke mostly Spanish. She did not speak true Spanish but a different form of Spanish called “Chicano Spanish”. She was living in the most English speaking place on this planet‚ but she was from Mexican decent. Spanish in the United States was rare during this time‚ but she spoke a form of Spanish. She describes the difficulty of changing to Chicano Spanish. Chicano Spanish also varies from
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English as a foreign language‚ globalization and Conceptual questioning This text talks us about the importance of the English as lingua franca‚ and the struggle between “native English countries” and the other countries to impose their own language as lingua franca. The main problem is that the lingua franca is chosen by the most powerful people in the world who in their majority have English as native language. The people who live in countries where the English is their native language are privileged
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bit nervous and curious‚ I feel like I am not ready for university yet. Time flies so fast. A: Hmmm‚ may I ask why? B: Well if you want to know. Going to a British University‚ where you need to speak in English fluently is difficult for me. It is easy for you because your first language is English and you come from UK‚ while my first language is Malay as I come from Malaysia. My language skills are not sufficient to embark on a university degree. A: There’s no need to worry about that. This university
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English Cuisine Contents 1. Introduction 2. Foods and ingredients 1. Bread 2. Cheese 3. Fish and seafood 4. Pies‚ pastries and savory puddings 5. Sausages 6. Sandwiches 3. Meals 1. Breakfast 2. Afternoon tea 3. The Sunday roast 4. Dessert 5. Savory course 4. Food establishments 1. Pub food 2. Chip shops and other takeaways 5. Drinks 1. Hot drinks 2. Soft drinks 3. Alcoholic drinks 6. Vegetarianism 7. International reputation Motivation of choice
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www.ccsenet.org/elt English Language Teaching Vol. 3‚ No. 3; September 2010 Sociolinguistic Competence and Malaysian Students’ English Language Proficiency Mohan K. Muniandy Universiti Teknologi MARA (UiTM) Academy of Language Studies‚ Kuala Pilah Campus‚ 72000 Kuala Pilah‚ Negeri Sembilan‚ Malaysia Tel: 60-6-483-2130/ 60-12-611-8478 E-mail: mohan691@.ns.uitm.edu.my Gopala Krishnan Sekharan Nair Universiti Teknologi MARA (UiTM) Academy of Language Studies‚ Dungun Campus‚ 23000
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The article that I have chosen is entitled ‘Teaching Literature through Language: Some Consideration’ by Abraham Panavelil Abraham (Ph D) who is an English Professor at University of Nizwa‚ Oman. This research article mainly discusses on why teaching literature in language classroom is important‚ how to choose an appropriate literary text and also some strategies for teaching literature by creating an awareness of linguistic possibilities and sensibility. In the introduction‚ Abraham pointed out
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The English Patient Commentary Page 136-137 This key passage is from Michael Ondaatje’s The English Patient‚ found in the first few pages of chapter four. Before‚ this passage‚ Hana is sitting beside Almasy while he begins to describe his first expedition in the deserts in the 1930s. After‚ Almasy explained how he came to hate nations‚ but was attached to the desert as it could not be claimed or own. The passage between reinforces the idea that identity is not fixed‚ it changes over time as people
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International Spoken English for Speakers of Other Languages Book 2 Achiever Communicator Vincent Smidowicz Bridget Bloom Spoken English for Speakers of Other Languages Book 2 Achiever/Communicator Introduction This booklet provides a taster of the new support materials created for Spoken ESOL. All the sample exercises included here have been selected from Book 2‚ which covers the Achiever and Communicator levels. This new and important resource (see Key features) is designed both to help
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“English is critical for countries’ successful participation in the global economy‚ that it provides individuals with access to crucial knowledge‚ skills and employment opportunities and enables organisations to create and sustain international links.” (Council‚ 2011) Recently I was in a well-known hotel for a conference and while I was waiting I heard a guest ask in English until what time was breakfast‚ I was surprised to see that none of the staff members understood the question. After several
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