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  1. ★ Bilingual education in Brazil – multiple perspectives on language learning
  2. Our curriculum
  3. Learning at the HPC bilingual primary school
  4. What People Reading
  5. What the Research Says About Immersion - Tara Williams Fortune

Sheltered EAL for students who need more specialized support, available from Kindergarten 2 to Grade 8. Mother Tongue Program for all ages Stamford American offers an after-school mother tongue program through our international community of parents and professionals. Find out more Contact our friendly admissions team. Inquire now. Take a visit around campus Book now. Accepting rolling enrollments all year round Enroll now. A glimpse into school life Book your place. Stamford American International School. Contact us. Locate us. Find Us on Social, saisrocks. This child has special needs or handicaps which may require special education.

He also has needs specific to his or her cultural and linguistic background. Often this child is also limited in English proficiency. An informal strategy for teaching and assessing understanding and use of language. This procedure may be oral or written, but involves leaving out a word systematically from a reading or oral passage. This term describes how people prefer to process information, the way they organize and control the demands of complex situations and tasks. Provides information which is useful in classroom instruction.

Criterion-referenced measures are used to ascertain an individual's status against some criteria or performance standard. People who are field-independent tend to prefer individual and independent types of activities. They use a reflective, abstract, analytic style in processing information. Those who use a field-dependent style tend to place more emphasis on people and their environment, learn best from demonstration and concrete and active participation.

They process information globally, seeing how parts fit into a whole. Contrasted with a disorder or handicap , the assumption is made that many behaviors are the result of background and experience. Gathering information about the child's functioning in all environments home, school, etc. The assumption that a bilingual person is more proficient in one of his languages than the other. Competence in a language. This may be oral, written, reading, or listening competence and in L1 or L2.

A sample of the speech or writing or a person which is collected and systematically analyzed to determine the proficiency of the individual. Limited English Proficient. A person may be limited in all language skill areas listening, speaking, reading, and writing or in only one of these. A construct from the study of social learning theory often viewed as a dimension of personality.

Students with an external locus of control perceive outside forces of chance, luck, and fate as powerful controlling forces in their lives. People with an internal locus of control see themselves as in control of what happens to them in life. A team of educators and specialists with a wide variety of skills from their different backgrounds. Also called mother tongue or home language, this is generally thought of as the first language learned. A systematic procedure whereby the evaluator examines tests and testing situations for possible linguistic or cultural bias which may distort the assessment results.

The process of learning a second language after the basics have been learned in a first language. A set of consistent procedures for constructing, administering, and scoring an assessment. The goal of standardization is to ensure that all students are assessed under uniform conditions so that interpretation of their performance is comparable and not influenced by differing conditions. The following checklist focuses on the key issues that should be considered to ensure a quality bilingual program.

This checklist can be used as a planning tool for developing and implementing new bilingual programs as well as reexamining existing ones. Provisions of a Bilingual Program. Regarding the district's documents, does the bilingual program provide the following. Description of the approach to classroom language development appropriate for ages of students in the program. Discussion of how student's background experiences, values, motivation, and learning styles as well as communicative abilities are to be accommodated by the program.

Informal measures and other indicators used along with formal tests in describing student progres. Description of match between outcomes expected, instruction provided, and assessment employed.

★ Bilingual education in Brazil – multiple perspectives on language learning

Statement of time allotments for primary language and English instruction in each year of the program. Source : California State Department of Education. Sacramento, Calif. Effectiveness of Bilingual Program How effective is your bilingual program in providing students opportunities to Continue the study of the primary language in reading, writing, speaking, and listening after reclassification. Explore the responsibilities of the citizen in sustaining a democracy in history-social science. Recognize the mathematical relationship in a complex situation and use that insight to come up with a solution in mathematics.

Use films, video tapes, computer software, laser discs, and other technology-related materials to build subject-area concepts and language mastery. Opportunities for Teachers How effective is your bilingual program in giving teachers the opportunity to Opportunities for Parents How effective is your bilingual program in giving parents the opportunity to I understand what is meant by restructuring in my school district terms have been operationalized.

I have had input into my new role and job description. This new role and job description has been shared with principals with whom I will be expected to coordinate, and with staff whom I will supervise. I understand the process of change and how it may affect the reorganization of the district; I understand how the process of change may affect my program within the structure of the district. Parents and community members have had formal opportunity to provide input on these changes. Parents and community members have received training on the nature and operation of school site councils.

A system for soliciting regular feedback from parents has been developed and implemented. Mainstream personnel have been trained on the characteristics and needs of LEP learners; practices which enhance the academic achievement of LEP students have been incorporated into the instructional and administrative repertoires of mainstream personnel.

Source: D. McKeon, and L. Summer Structure and Brief Description. Expressing ideas and opinions, creating stories. Equal participation, getting acquainted with teammates. Each student moves to a corner of the room representing a teacher-determined alternative. Students discuss within corners, then listen to and paraphrase ideas from other corners. Seeing alternative hypothesis, values, problem-solving approaches.

Knowing and representing different points of view, meeting classmates. Paraphrase Passport. Students correctly paraphrase the ideas of the person who has just spoken and then contribute their own ideas. The team tallies the results to determine its decision. Group Processing. Students evaluate their ability to work together as a group and each member's participation, with an aim to improving how the group works together.

Numbered Heads Together. The teacher asks a question; students consult to make sure everyone knows the answer. Each student writes a review problem on a flash card and asks teammates to answer or solve it. Review questions are passed to another group. Three-Step Interview. Students interview each other in pairs, first one way, then the other. Students share with the group information they learned in the interview. Sharing personal information such as hypotheses, reactions to a poem, conclusions from a unit.

Participation, listening. Students encourage each other to generate ideas regarding a particular topic or problem and build upon each other's ideas. Group Discussion. The teacher asks a low consensus question. Students talk it over in groups and share their ideas. Round table. Students pass a paper and pencil around the group.

The paper may contain several choices for ways of doing something. Teams then agree on which strategies to use. Assessing prior knowledge, practicing skills, recalling information, creating cooperative art. Team building, participation for all. Students work in pairs to create or master content. They consult with partners from other teams. They then share their products or understanding with the other partner pair in their team. Mastery and presentation of new material, concept development. Presentation and communication skills. Co-op Co-op. Students work in groups to produce a particular group product to share with the whole class; each student makes a particular contribution to the group.

Learning and sharing complex material, often with multiple sources. Evaluation, application, analysis, synthesis.

Learning a new language: the importance of starting early

Conflict resolution, presentation skills. Planning, group decision making.

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  • Language Minorities.

Group investigation. Students identify a topic and organize into research groups to plan learning tasks or sub-topics for investigation. Individual students gather and evaluate data and synthesize findings in a group report. Resources can be found in federal, state, and local levels.

This list is not comprehensive, but should serve as a starting point for schools and families. All rights reserved. No part of this publication—including the drawings, graphs, illustrations, or chapters, except for brief quotations in critical reviews or articles—may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission from ASCD. Subscribe to ASCD Express , our free e-mail newsletter, to have practical, actionable strategies and information delivered to your e-mail inbox twice a month.

ASCD respects intellectual property rights and adheres to the laws governing them. Learn more about our permissions policy and submit your request online. Language Minorities With our changing society has come a clearly defined increase in the number of language minorities Omark and Erickson What Are the Goals of Bilingual Education? Principles The student is an active party in acquiring language. No matter what we do it is the learner who determines whether or not the language is gained.

Students construct their own rules in language acquisition. Language proceeds from the general to the specific. There is individual variability: The process of language acquisition is similar for all individuals; however, the rate varies. Language is best learned in a non-anxious environment. A student has intuitive knowledge of language. Ability to use language often occurs before being able to verbalize it. There should be no attempt to sequence language learning. The student abstracts rules from data around him.

The rooting of language is in the student's cognitive growth. Language occurs when the environment is responsive to the student. Environment should focus on meaning rather than on form. Language occurs when there is both linguistic and non-linguistic diversity. Language learning occurs when there is interaction with the environment.

Language development is continuous. The environment should be compatible with the student's own way of learning. Language is language, not a collection of skills that can be separated and taught individually. It is acquired through active, meaning-oriented use. Language Learnin. Stage 1. The new culture is almost inaccessible. Frustration is constant.

The Second Language Acquisition (SLA) Hall of Fame I The New School

Stage 2. The new culture is functionally understood. The new language is beginning to make communicative sense. Stage 3. Adaptation and blending is underway with subtle changes taking place. With literacy in one's own language, literacy develops in second language. Stage 4. Aspects of one's life are becoming bicultural. Native proficiency is almost achieved. The second language is both equally dominant and proficient.

What is the Ideal Environment for Language Acquisition? Language Proficiency and Content Areas To be able to effectively participate in school, a non-English-speaking student must achieve a significant level of proficiency in English. Carlos earns six times as much as I do. What do I earn.

Our curriculum

Mia is as old as Jack. Jack is three years older than Frank. Frank is How old is Mia. Examples : The number a is 5 less than the number b. For addition: add, plus, combine, sum, more than, and increased b. For subtraction: subtract, minus, differences, less than, and decreased b. Five times a number is two more than two times the numbe. One number is ten times another number. If the first number is 7, find the second numbe.

Example: There are five times as many apples as pears in the fruit bowl. That month. In a year. What is being asked for. The three fundamental steps to increase reading comprehension skills are shown in Figure 1. Potential Problems You Might Encounter Facilitating between language and content-area teachers may be difficult. Figure 2 presents a unit on the topic of birds. What is Meant by a Sheltered English Program?

Equality in Assessment In the United States, methods to measure student achievement have not drastically changed in the past twenty years. Performance Assessment: is a type of alternative assessment. Portfolio Assessment: is the use of records of a student's work over time and in a variety of modes to show the depth, breadth, and development of the student's abilities. Thoughtful Applicatio. Basic Skill. Significant Outcome.

Teacher Structure. Student Structure. Appendix A. L1: The first language learned, the native language of a person. L2: The second language learned by a person. SEMANTICS: the study of how linguistic signs behave in relation to the objects or concepts they refer to their denotations or their senses their connotations , e. Appendix B. Checklist for an Effective Bilingual Program The following checklist focuses on the key issues that should be considered to ensure a quality bilingual program.

Program's Philosophy 1. Clearly articulated philosophy. Overall goal of education. Objectives of the program. Description of the program's views. The child as learner. Role of the administrator. The nature of the curriculum. The subject-matter content. Instruction and assessment. Teaching method. Evaluation procedure. Guidelines for classroom control. Language Policy 1. Coherent description of the program's philosophy regarding anticipated language outcomes. Delineation of strategies for language development to be used by teachers.

Place for Subject-Matter Content 1.

Learning at the HPC bilingual primary school

Statement of commitment to subject-matter instruction. Listing of subject-matter instruction to be provided at each grade level. Suggestions for teaching subject-matter content to LEP students. Role of Culture 1. Identification of the approach to culture. Description of cultural traits expected in teachers. Development of Literacy 1. Statement of the definition of literacy adopted by the district and followed in the program.

Discussion of how integration of the language arts will be accomplished in the program. Description of the commitment to first language literacy. Description of the decision-markers for initiation of second language literacy program.

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Description of ESL program, methodology, and its interrelatedness with language arts. Adequate Assessment and Evaluation 1. Clear description of assessment policy. Purposes for testin. Uses of test dat. Recognition of the limits of test.

What People Reading

Reliance on many sources for educational decisions. Evaluation procedures. Criteria for judging adequacy of instructio. Formal measures to be use. Intended use of evaluation result. Materials Selection 1. Guidelines for material selection. Oral and written literacy material.

What the Research Says About Immersion - Tara Williams Fortune

Jump to navigation. Additional language support is obviously provided in English as well as in French to all students depending on their needs and abilities. As many of our students at ISM speak a third language at home, we do not formally teach a third language in the Early Years and Primary Schools but encourage parents to maintain their mother tongue at home. Our Learning Hubs also have many books and resources in several languages including German, Italian, Russian, as well as French and English.