In this section, I will review my understanding of the following eight domains. This emphasizes the students' skills to grasp the main idea of the text as the space on the chart is limited.
Future Implications
However, after my two years of learning and teaching at Peabody, my understanding of a teacher's role in the classroom has changed. Furthermore, following the CRT pedagogy framework I discussed in the first part of my capstone, I will build a trusting learning atmosphere and encourage them to be more involved by making errors and mistakes acceptable in my classroom.
Challenges that I may Encounter
In the first part of my conclusion, I talked about how Vygotsky's sociocultural theory of learning should be taken into account, which states that individuals develop their cognitive and linguistic abilities through social interaction (1978). Therefore, I will network well with my colleagues who know the local community better and invite them to be my guides during my research.
Vision of Professional Development
Each group will design a Venn diagram and later bring it to the whole class to share. Students will continue to work in the same group they have been assigned in class; each group will choose another festival celebrated in Western countries, compare and contrast it with the Spring Festival, and present the similarities and differences between the two using the Van Diagram to the whole class. Compared to the first assessment, the group presentation focuses more on evaluating the speaking and writing skills of the ELL students.
After gathering resources, students will review the material and choose whatever form they want to present their work to the class.
Brief Overview of the Participant
Influencing Sociocultural Factors
Native speakers should be considered language models and they can provide constructive feedback to non-native speakers. Thus, ELLs who have limited access to native speakers make slower progress, especially in the oral aspects of language acquisition, compared to those who have intensive access to native speakers. After entering college, Ying had the opportunity to make friends with native speakers through various social events such as parties and become language partners with those studying in China as exchange students.
Although her contact with native speakers was limited, Ying at least had the opportunity to talk to them and learn about their cultures.
Assessment of Interviewee’s Language Abilities In order to assess the English language abilities, we need to take the four major
- Phonology
- Semantics
- Grammar
- Pragmatics
In Ying's case, the words and phrases she used in her writing sample were ones we often use in everyday conversation, which did not match the tone and formality of the overall task. Nevertheless, compared to Ying's language in the dialectical conversation, the words and sentences in the academic writing test were more. To better assess Ying's syntactic abilities, I analyzed Ying's use of word order and cohesive devices.
In Ying's two conversational and written examples of 294 words, the connecting words she used are limited.
Assessment of the Learner’s Current Stage of Second Language Acquisition After the careful analysis of my participant’s oral and written language abilities in terms of
Theoretical Frameworks
In example (16), when Ying told me what happened in her English class, she first went back and forth about the size of the groups, then gave a vague picture of the stages of the class. Assessment of the learner's current stage of second language acquisition After the careful analysis of my participant's oral and written language abilities in terms of the Interlanguage Hypothesis theory, a learner of L2 who has not become fully proficient will retain some features of their L1, overgeneralize L1 language rules in speaking L2 (Frith, 2015).
Errors caused by the theory of cross-linguistic hypothesis include: patterns of borrowing from L1; extending patterns from the target language; expressing meanings using already known words and grammar, etc.
Overall Assessment of Participant’s Speaking and Writing Abilities
Ying's L1 accent sometimes has an effect on indelibility, which corresponds to the theory of fundamental difference hypothesis. I rated Ying's writing ability at the Bridging level because her written tests basically met the requirements written in the WIDA Descriptors of the English Language Proficiency Standard (see Appendix D for more information). Despite Ying's vocabulary and sentence variety needing development, I rated her oral English at Bridging Level.
In terms of using coherence and cohesion, Ying's performance was quite similar to how she did in her oral conversation.
Specific Instructional Plans for Learner
Raise Self-Awareness
For Ying, getting a Band 7.0 for the general test and a Band 6.5 for the written part would increase her chances of admission. The mixed use of formal and informal words will violate the seriousness of the contexts and alienate the readers. In order to improve Ying's English, she also needs to be aware of the differences between Chinese and English.
As a result, it is necessary for my participant to increase her awareness about the language differences between English and Chinese.
Expand Vocabulary
To help Ying know more vocabulary, I would encourage her to memorize a certain amount of words (15-25) a day and keep a journal of all the new words she learns so she can refer back to the list and build. them in her everyday vocabulary. To help her achieve the highest proficiency, I would suggest that Ying make her own flash cards and bring them with her to memorize the vocabulary words she finds unfamiliar. To tackle the problem of mixing formal and informal words, I will help Ying to form a list of commonly confused and misused English words and phrases, as well as to find the corresponding words and phrases that fit the contexts in which she will write.
After Ying becomes more familiar with the words, I will then design more exercises for her to practice what she has learned to consolidate the concept of register.
Speak More English with Native Speakers
Additionally, keeping a journal can provide positive reinforcement for Ying to learn more, especially when she sees how many new words she has already learned. They may always stick with the group of people who share the same nationality, cultural background and identity as they feel that it would make their lives easier. I will suggest that Ying take advantage of her time studying in the United States and practice her spoken English with more native speakers.
Additionally, I will encourage Ying to find some part-time jobs that require high communication skills, which would not only help her expand her vocabulary but also strengthen her understanding of recording working in different contexts and situations.
Critical Reflections 1. Things that I Learned Through the Case Study
Implications
But for my ELL student children, I will take advantage of the fact that the influence of their L1 is not so fixed and pay more attention to it. Additionally, I will pay extra attention to the concept of register and help my students build their awareness of its importance. Since the language register is always ignored in the Chinese education system today, I must pay special attention to it in my future teaching.
And Nolensville Pike, where Casa Azafrán is located, became a 20th-century immigrant destination.
Community Literacies and their Implementation in ELL Classroom Community literacies have very intimate association with immigrants’ daily life,
More immigrants from Asia and Africa hit the shores of the United States and places like Nashville became destinations (J.R. Lind, 2013). What's more, in Chinese culture, since the pronunciation of "Chinese cabbage" and "wealth" are similar, cabbage also represents luck and happiness. After knowing the different goals of different community literacies, I will encourage my students to make their own texts according to the contexts.
For example, I would group my students according to their native language and ask them to translate the slogans and posters written in their own language into English and share them with the whole class.
Barriers and Difficulties that Teachers are facing
During the group discussion, the teacher went around to see if the students needed an assistant, and the students shared opinions with each other about the questions they had read. After making sure the students understood the ideas in each section, the teacher then moved to a deeper level by explaining some additional terms. At this step, the teacher again informed the students to work in groups, answer the questions on teacher-designed cue cards, and then share with the whole class.
At the end of class, the teacher asked students about their personal views on marriage: "XXX, what do you think?" and "What do you think of XXX's idea?" etc.
A Brief Review of the Historical Perspective on Play
The understanding and systematization of the subjects taught in school has been a prominent feature of Chinese education for decades. Consequently, teachers in Chinese early childhood education are not confident in using “student-centered” play in their classrooms. Educational Backgrounds of Teachers in Chinese Early Childhood Education Until recently, the competition for teachers in Chinese early childhood education.
Most of the teachers in the pre-primary classrooms were graduates of secondary universities and other tertiary institutions; It is highly likely that these educational training programs utilized rote learning, resulting in its implementation in those teachers' classrooms (Cheng, 2001).
Change of the Climate
To what extent children's learning could be enhanced through high-quality interactions in a supportive learning environment. The children's game will be selected and managed according to the age characteristics of the children. Teachers must respect children's desire to choose forms of play and encourage them to make their own toys.
In response to society's dynamic environment, high-quality programs that aim to prepare children to be well-rounded are needed.
Difficulties of Implementing “Play” in Practice
On the other hand, teachers in Chinese early childhood classrooms intervene too much to ensure that learning takes place for children (Cheng & Lau, 2010). Therefore, teachers' lack of adequate training results in a lack of recognition of children as independent learners who can learn through play. Without effective training and practice focused on learning through play before entering the real world, they also lack the strategies that.
Consequently, they fail to give children the opportunity to play or provide sufficient support for students in Early Childhood Education classes.
Recommendations for Improvement
Retrieved from current issue: http://spica.utv.miun.se/wingspan/article.lasso?ID=WSA Modernization and Marketing: Chinese Kindergarten in the 1990s. Family and friends always arrive around 11 a.m. and help prepare the feast. Before we eat, the head of the table (usually my grandfather) will give a speech and say how thankful this year is.
Children and seniors watch TV and chat while the rest of us are busy preparing dishes in the kitchen.
Introduction
Q: Will American situational comedy help high school students in China develop their literacy skills?
Rationales
Why American situational comedy?
Thus, literacy must be understood and studied in its full range of contexts—not just cognitive—but social and cultural (Gee, 1992). Rather, it is integrated with different ways of using oral language, different ways of acting and interacting, and different ways of using different tools and technologies (Gee, 2015). The reasons for choosing middle school students as my target students are twofold: First, middle school students are already equipped with a significant vocabulary and fundamentals.
It is difficult to devote senior students' precious time to situational comedy due to the fact that they face intense pressure from the Chinese standardized testing system.
Implementation
Pre-class stage
In-class stage
Before watching the video clips, I will hand out comprehension questions about the plots and structures of the clips for my students to answer. Therefore, before playing the video, I will briefly teach the students the important terms, review the plot/structure related questions about the clip, and ask them to pay special attention when watching the video. While watching the video clips, I will closely monitor my students and make sure they are fully focused and engaged with the clips.
Therefore, it is necessary to ensure that students focus on the video clips.
Post-class stage
Conclusion
