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Understanding and Improving how K-12 Multilinguals are Taught:
Supporting Multilinguals details instructional strategies that can
be used to better assess multilingual learners which are more
improved than the existing evaluations. The author argues that
assessments for multilingual learners need to be improved due to
inequities within the public-school systems, and that assessments
for students in K12 schools are not equitable. The author also
discusses strategies for welcoming and supporting multilingual
learners in the classroom. The instructional strategies outlined
for K12 educators includes offering students multiple test-taking
options, ensuring that assessments are translated into students'
respective languages, and allowing multilingual learners to take
assessments in groups or pairs. These improvement strategies have
been developed by using feedback from dual-language teachers in the
K12 public school system. The assessment issues that will be
addressed include inequity within assessments administered to
multilingual learners, the way assessments are structured and
developed at the district and school level, the consideration of
the immigrant experience as these assessments are being developed,
the roles of school boards in considering immigrant experiences
while creating these assessments, the role of the teachers of
multilingual learners, assessment strategies to support
multilingual learners, and strategies that are effective in
creating inclusive classrooms for native and multilingual English
speakers.
The topic of English learners and multiple modalities represents an
important topic to study because teachers become overwhelmed
managing classrooms. Research Based Bilingual Education: The Impact
of Multiple Modalities in a K-12 English Learner Classroom seeks to
uncover these modalities by focusing on spatial, kinesthetic,
musical, and interpersonal intelligence. With a specific emphasis
on spatial intelligence, this book explores this concept as a way
for English Learners to recall and use language with text that
creates images or pictures in a student's brain. It allows them to
see language in other ways without having to use a translation
device to define words. Ultimately, the author argues that ELs use
spatial intelligence to help them visually remember concepts.
Students who are learning English as a second language need to
interact with others, such as their peers, to help them.
This book provides relevant background data and theory regarding
English language (EL) students, the challenges they face in
learning English, and the need to find strategies for enhancing
reading engagement among these students. Additionally, the chapters
discuss the ways in which the findings could advance instructional
knowledge for EL students. The author presents and explores the
results of participant interviews conducted with 10 students, each
with different cultural and linguistic backgrounds. From their
stories, emerged 7 themes of bilingual instruction including:
quality of reading lessons, culturally responsive instruction,
active learning offers individualized direction, language
instruction, and instructional time for choosing literature. This
book will provide teachers with numerous instructional strategies
and ways to build literacy into an EL learner's curriculum.
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