In addition to the field trip, I interviewed a father from the Chinese immigrant community to understand the expectations of his children, especially in terms of learning. For example, my participant replaced most /θ/ and /ð/ with /d/, /z/ and /s/. According to the markedness differential. Therefore, students can trust me that they will not "sink or swim" in this learning community and that their teacher will complete the tasks when he offers them more practical work.
Go to the table on your left." With clear instruction, I will be able to keep the class in order. According to the teacher, Bella has zero out of six items, 0%, checked in acculturation level and cognitive learning style, respectively. Even though more than half of the students speak other than English as their first language, along three corridors observed, there is only one classroom whose door is decorated with "hello" in several languages.
In this protocol, she could tell a story with discourse rather than being limited to the phrase and short sentence patterns. In terms of penmanship, most of Bella's letters were correctly formed, although there were a few reversals such as upside down "s" in "Lisa" and upside down "g" in "sag". What's more, regarding the language circumstance where Zhen learned English, all her classmates and English teachers were from China and the language of instruction is predominantly Chinese.
Saying goodbye to the test-oriented educational climate in high school, Zhen's acquisition of English in university school became dependent on self-discipline. Currently, in pursuit of the impressive academic performance in Economics in America, Zhen thinks that she should prioritize English academic writing in addition to studying in the. Another phenomenon observed was that she occasionally choked when she failed to understand optimal adjectives or nouns (Prince, 2004), such as "rebel" for teenagers in C1 and "accent" in C2, and could not resume the narrative hers if that wasn't the correct word. given.
Besides the influence of her L1, economics, Zhen's current major at Vanderbilt University, does not require the different English vocabulary. From a global perspective, Zhen's English is sufficiently understandable, while her grammatical performance varies from her oral language to the written language. In addition to the quality, Zhen relevantly expanded the dialogues with her natural technique of changing the subject.
In terms of semantics, Zhen's performance varies dramatically from her oral to the written tests. In addition to quality, Zhen adheres to the maxim of relevancy with his natural subject-switching technique. Some of the theories, such as the input hypothesis (Krashen, 1985) and the interlanguage hypothesis (Selinker, 1992), are familiar to me because of the SLA courses I took during my undergraduate studies.
Moreover, I was introduced to the tools such as MLU, TTR and SLA chart to facilitate my analysis.
WHEN THE MIST FALLS
LEARNING GOALS
INSTRUCTION
The teacher was sitting on a chair in front of the class with all her students sitting on the carpet facing her. This is the first time in this video that she asked a question where she expected her students to know that the teacher knew the answer and was. For example, when the teacher taught the new word, scales, at 1:45, the teacher said scales while pointing to a picture of the exact part of the dragon's body.
In addition to the verbal definition, which the teacher adopted to teach incisors at 3:00 (line 78), the teacher introduced target words by presenting pictures to students. The teacher would also act or gesture to illustrate the target word, which we coded as ACTO. It shows that the teacher asked questions about target words and expected students' answers per 6.6.
We evaluate the class in this video to benefit ELLs' language development largely because the teacher designed this book sharing activity in a way that followed the practices that have been proven or argued as effective methods in previous articles. From a detailed perspective, looking at the way the teacher introduced target words, in addition to verbal explanation, the teacher used pictures. Regarding improvements in this specific class, the teacher can change the physical layout of the classroom, which in the video presented the metaphor of hierarchy (Conteh and Riasat, 2014).
The teacher could occasionally join the children on the carpet or have the children sit in a circle so that more peer interaction can occur. Our criteria depend on whether the teacher's behavior matches the effective discourses proposed in the previous articles. In order to assess the extent to which the teacher in the video was using effective teaching practices for the English development of preschool ELL children, this project coded and analyzed the statements the teacher used.
ACTO Acting-out: Actions or movements that the teacher makes to illustrate the target word. The teacher directly gives the definition of a word to the students or labels an image, object or concept. VORP Vocabulary Repetition: The teacher or a student repeats out loud the target word that is defined and used in the lesson.
