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Kelly Nuthak

5 Stages of Second Language Acquisition + Infographic - 0 views

bilingualkidspot.com/...of-second-language-acquisition

language acquisition stages

shared by Kelly Nuthak on 16 Feb 22 - No Cached
  • 2. Early production
    • nikkilh
      nikkilh on 16 Feb 22
       
      Language Acquisition Multilingual Learners
  • 1. Silent or receptive phase
    • nikkilh
      nikkilh on 16 Feb 22
       
      2nd stage of second language acquisition
  • ...8 more annotations...
  • 3. Speech emergence or production
    • nikkilh
      nikkilh on 16 Feb 22
       
      1st stage of second language acquisition
  • 4. Intermediate fluency
    • nikkilh
      nikkilh on 16 Feb 22
       
      3rd stage of second language acquisition
  • 5. Continued language development or fluency
    • nikkilh
      nikkilh on 16 Feb 22
       
      4th stage of second language acquisition
    • nikkilh
      nikkilh on 16 Feb 22
       
      5th and final stage of second language acquisition
  • 5 Stages of Second Language Acquisition
    • Kelly Nuthak
      Kelly Nuthak on 18 Feb 22
       
      5 Stages of Second Language
  • 5 stages of language acquisition
  • simultaneous bilingual
  • sequential bilingual
jkolodji

NCELA - 0 views

ncela.ed.gov

Language ML ELL lessons resources national and MN

shared by jkolodji on 20 Feb 22 - No Cached
  • jkolodji on 20 Feb 22
     
    National Clearinghouse for English Language Acquisition
julielyncarlson

Students with Down Syndrome in the Classroom - Classful - 2 views

classful.com/down-syndrome-in-the-classroom

Down Syndrome classroom strategies

shared by julielyncarlson on 28 Nov 21 - No Cached
  • A strong preference for visual learning A natural inclination to technology Strong capacity for social understanding and empathy Stead vocabulary acquisition Strong short-term memory Age-appropriate self-help and daily living skills
    • julielyncarlson
      julielyncarlson on 28 Nov 21
       
      Focus on positive attributes to help children achieve!
  • learning challenges
  • Poor auditory memory Hearing and visual weakness Sequencing difficulties Fine motor skills impairment thanks to low muscle tone Brief attention span and distractibility
    • julielyncarlson
      julielyncarlson on 28 Nov 21
       
      challenges to watch for when working with a Down's student.
  • ...9 more annotations...
  • they often need additional resources outside of the mainstream classroom.
  • Create inclusivity for students with Down Syndrome
  • Build self-esteem
  • Increase attention span
  • Talk clearly
  • Early intervention in preschool for kids with Down syndrome
  • Teaching strategies for students with Down syndromeThe following strategies can help you teach reading to learners with Down syndrome: Capitalizing on the child’s visual-spatial learning style with the help of multimedia teaching resources Keeping instructions well-structured and predictable Incremental teaching, with each lesson building upon what was learned in the previous lesson Breaking reading tasks into manageable pieces with multiple breaks in between Aiding instructions with game-based plays
    • julielyncarlson
      julielyncarlson on 28 Nov 21
       
      Great strategies for students!
  • Does it come with plenty of visual aids and visually-based instructions? Does it have an option for the keyboard instead of handwriting input? Does it include activities and/or modalities to teach specific reading concepts?
  • not all areas of the child’s development are affected by Down syndrome
sherrillk4452

12 Ways to Support English Learners in the Mainstream Classroom | Cult of Pedagogy - 1 views

www.cultofpedagogy.com/-students-mainstream-classroom

ML Learners

shared by sherrillk4452 on 18 Feb 22 - No Cached
  • Challenging concepts should be
  • diagrammed or supported with pictures
  • Sometimes showing our students what to do is all they need in order to do it,”
  • ...29 more annotations...
  • mprove comprehension
  • help all of your students grasp concepts better.
  • ELL students,
  • If you really want the kids to learn, they’ve got to be engaged.”
  • where students can practice language with their peers in a more personal, lower-risk setting
  • more small groups,
  • o the strong relationship she had with the regular classroom teachers
  • ESL teachers could regularly get copies of lesson plans or collaborate with regular classroom teachers to build solid back-and-forth support,
  • silent period,
  • Don’t force them to talk if they don’t want to,”
  • ill speak very little, if at all
  • pair him with other students who speak his native language
  • Letting them explain things or ask questions in their first language gets them to relax and feel like a part of the class.”
  • Allow them to write in their first language if they’re able.
  • llows them to still participate in journal writing or a math extended response, even if you can’t read what they write.”
  • consider the whole list of terms you’re going to teach for a unit,
  • Sentence frames
  • I disagree with what _________ said because…
  • Keep these posted in a highly visible spot in your classroom and require students to refer to them during discussions and while they write.
  • as to become a regular part of class
  • Pre-teach
  • The kids feel so empowered if they’ve had a chance to look at the material ahead of time.”
  • aking the time to learn the basics of where a child comes from — exactly, not ‘somewhere in the Middle East/South America/Asia/Africa’ — tells the
  • student that you respect her enough to bother.
  • learn
  • bout students’ religious and cultural practices. If
  • If you anticipate a theme coming up in your class that’s going to be relevant to one of your students, have a conversation with them in advance, or check with your ESL teacher to see if they think it’s appropriate for in-class discussion.
  • By modeling the risk-taking that’s required to learn a new language, you help students develop the courage to take their own risks, and to have a sense of humor about it.
  • ake a conscious effort to see past the accent and the mispronunciations and treat every interaction — every student — with the respect they deserve.
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