1.) Family/Student history. Joaquin is an emergent bilingual student that came from San Juan‚ Puerto Rico. Joaquin moved to America about two years ago because his father job was transferred over here. Joaquin is a kindergarten student and has been working on his English proficiency for about a year when he started school here in America. Joaquin lives with both of his parents who mostly speak Spanish inside the home. Joaquin’s parents do know simple English‚ and use it from time to time. Joaquin’s
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Notes on Bilingualism and Second Language Acquisition (SLA) Terminology: it is customary in studies of multilingualism to refer to a person’s first language or native language as “L1” and a person’s second language as “L2” Common Myths about Bilingualism/SLA * Speaking two languages to a young child will confuse them. * Speaking two languages to a young child will slow down their development. * Supporting L1 takes away from acquiring L2. * Younger children are better at getting
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Second Language Acquisition Theories Jessica Bogunovich November 10‚ 2014 Second Language Acquisition Theories According to the United States Department of Education‚ National Center for Education Statistics (2014)‚ there are approximately 4.4 million English language learners (ELL) in American public schools. This is a little over nine percent of the student population. In some states‚ such as California and Texas‚ this percentage is much higher. California currently has an ELL
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and second language acquisition. He draws the distinction between two differing kinds of language ability. Basic Interpersonal Communication Skills (BICS) describes social language used for day-today communication. It takes around two years for people from different linguistic backgrounds‚ to comprehend social language readily. EAL leaners employ BIC skills when they are in a meaningful social context‚ such as on the playground‚ in the lunchroom‚ on the school bus‚ at parties or playing sports. Social
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linguistic competence or knowledge about language forms could not account for the social and functional rules of language. CALP/BICS by Cummins (1979) CALP: cognitive academic language proficiency (context-reduced communication): is what the learners often use in classroom exercises & tests that focus on form. These skills are cognitively demanding but not related to context. BICS: basic interpersonal communicative skills (context-embedded communication): is the communicative capacity that all children
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CONTEXT Katie‚ aged 15‚ is a highly motivated student from a family with a strong educational background‚ currently living and studying in a British-style International School in Ho Chi Minh City (HCMC)‚ Vietnam‚ and is a member of the increasing group of globally-mobile students. Katie can be solidly placed into the “entering phrase” of the transition from Taiwanese national to immigrant in a Western society‚ where she “has decided to become part of the new community‚ but is still figuring out what
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Language and Literacy All elements of literacy are inter-related. This essay will examine the reading process and how the teaching of speaking‚ listening‚ writing and reading all influence pupils’ development in many ways. One pupil’s language and literacy development will be explored in this context‚ with a particular emphasis on his reading progression. Literacy is the ability to use language to communicate one’s ideas expressively‚ through speaking and writing and receptively‚ through listening
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Multicultural Education What is it? Multicultural Education What caused it (Causative factors) Reaction to monocultural approach to education “one size fits all attitude” It is a reaction to Assimilation A+B+C=D The World changed became more heterogeneous as result of various SOCIAL‚ ECONOMIC & POLITICAL developments USA Segregation patterns (1900-1953) “separate but equal” It was never equal African Americans lower scores Less money spent on them Various methods to (promote) integrate(Pg17)
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Effective Vocabulary Teaching Strategies For The English For Academic Purposes Esl Classroom. ABSTRACT Vocabulary learning is an important and indispensable part of any language learning process. This study focuses on effective vocabulary teaching strategies in the English for Academic Purposes ESL classroom. Drawing on findings obtained from observing three English for Academic Purposes ESL classrooms across Bekaa‚ several current databases and my personal experience as a teacher and learner
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students with different levels of English acquisition in each group. This allows the students to hear a broad range of language skills as they are being learned by others. The students t hat have already reached Basic Interpersonal Communication (BIC) is able to function well in this type of situation. In the given classroom‚ the students could be divided into six groups of five students. Each group should consist of at least 2 English speakers‚ 1 Emergent language learner‚ and a student with
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