The Capstone Portfolio demonstrates my understanding of language acquisition and pedagogical knowledge for teaching English Language Learners (ELLs). In his sociocultural theory, Vygotsky defines the Zone of Proximal Development (ZPD) as "the distance between the actual level of development as determined by independent problem solving and the level of potential development as determined by problem solving under the guidance of adults or in collaboration with more competent people. peers” (1978, p. 86). Input, to be more precise, comprehensible input as one of the most important parts of the interaction hypothesis (IH), is derived from Stephen Krashen's input hypothesis.
Krashen believes that "people acquire other languages only if they get comprehensible input and if their affective filters are low enough to allow the input". 1985, p. 4), and defines comprehensible input as a "necessary and sufficient condition". p.4) and "an essential ingredient" (p.4) for acquiring a second language. To explain this process, the observation, or more precisely, the observation of the gap between the learner's output and the target language (by a native speaker or a proficient speaker of a second language), is an important factor that determines whether the learner will turn the input into the input and internalize it into the language system ( Long, 1996).
My Philosophy of Teaching
TESOL Domains and Standards
The topic of the unit is individual identity, and the topics for each lesson are concepts and features of identity, factors of. One of the outstanding features of this lesson is the inclusion of different genres and the effective use of multimedia. Recommendations and tutoring sessions were based on the results and interpretations of the assessments.
I collected information on the student's background information and assessed his language skills in the aspects of phonology, morphology, syntax, semantics and pragmatics with the sources of oral and written samples. Student B will fill in the form with the features of the two countries by asking his/her partner about the ads.
Bridging Theory and Practice
Brainstorming ideas
Use your answers to the above questions to help you write your bio-poem
- IDENTITY AND PHYSICAL APPEARANCE
- Physical appearance is an important part of one's identity for a variety of reasons
- Appearance as Identity, A Double-Edged Sword
- A LOSS OF IDENTITY BY JEWS DISPUTED
- Adopted in China, Seeking Identity in America
- Hello, My Name Is Unique
- How Much Does the Language We Speak Shape Our Identity? Will speaking a foreign language change the way you see the world?
- Social Status shapes racial identity
- Will Technology Shape Your Identity and Your Faith?
It's not good, or "healthy", to notice and care so much about appearance, but that's who I am. We have the same idea here - the way you look is the person you are. He told an audience of 500 Conservative rabbis that such sociological conclusions failed to take into account "the strength and extent of the 'will to live' in the American Jew."
He said there are statistics to support the view that "a very significant number remain within the Jewish fold." Those who look at the whole of Jewish life, "rather than a single aspect, have a deep conviction that American Jews are strongly survivalist in their outlook, proud of their heritage," the rabbi said. Proper names are poetry in its raw form, said the bard W.H. 34;Like all poetry, they cannot be translated." 34;It reflects the kind of person you are." She and her husband, Carl Vogel, are struggling to find a name that is unique but not too trendy.
It also suggests that a name is unlikely to be a significant factor in most children's development.' 34;When self-esteem is low, even David or Jenny may hate their name - as a reflection of how they feel about themselves.' . 34;It doesn't matter what the story is, as long as it's more complex than, 'We just liked the name.'" A name connected to previous generations can feel like the arms of your ancestors are wrapped warmly around you .
There are some names you probably don't think of at all: the equivalent of a black suit. 34;And they probably assume I'm an East Coast WASP, when I'm actually an atheist from North Florida.” Mark Zuckerberg's belief in 'The Hacker Way' is building an open and connected platform that doesn't always value privacy as much as some would like.
HAVE
BEDO
Semantics and Pragmatics
It deals with the very nature of meaning---what exactly are linguistic meanings, what is their relationship to the language user on the one hand and the outside world on the other (Mihalicek & Wilson, 2011). To define a sentence, one must not only know the meaning of the words, but also be familiar with the syntactic rules by which they are assembled. In a word, meaning deals with the abstract concept of an expression in the mind while reference refers to one's actual object.
Judging from the previous analysis and review focusing on the expression of meaning, my participant is basically quite good at communicating his ideas, despite a certain number of grammatical errors and inappropriate use of the lexicon that occurs as a result of prolonged partial isolation. from English. The lines in red indicate that he would use "or something" and "other things" to cover words he hadn't thought of yet, or that he was still in the process of finding the right expression. Depending on the context, what he was trying to say in the simplest version might be "It's becoming less and less important in my life".
In this regard, pragmatics explains how language users can overcome apparent ambiguity, because meaning depends on manner, place, time, etc. If not, the teacher would say that the student got the first two questions all wrong... This expression will be more alarming. An utterance that is fortunate is an utterance that is situationally appropriate, and that is appropriate in relation to the context in which it is uttered (Mihalicek & Wilson, 2011).
To identify my participant's current level of English, I first examined the specific aspects of negation, questioning, possessive determiners, pragmatics, relative clauses, and references to the past. There are some phrases that seem to be in the first phase (negative element+verb), such as “no idea”, “no need”, “no courage”, “no talent” and “no passion”, but they have been inserted in the full sentences of 'I have no idea why I need to learn...', 'I have no desire to challenge risk...' and 'I have no courage and no talent to save the world. For example, he wrote “I don't want to get anything anymore,” “I'm not happy,” and “I don't know the meaning of my life” to describe past states.
Stages of questions
Implications for teaching
In addition, second language learners will still be confused about some part of the language and will not be able to pronounce it accurately if learning takes place without explanation and summarization. Therefore, both features in each of the four questions benefit language teaching and acquisition in a specific way. 178 language use, the complexity of the linguistic construct and the nature of the grammatical concept also influence.
Language as code and language as behavior: a systematic-functional interpretation of the nature and ontogenesis of dialogue. Explain why you chose this topic: The function of modal verbs is very suitable to be taught in a functional grammar lesson, in which students can experience and think about where and how to use them in real communication. In addition, the target students are ESL in an English-speaking country, so it is quite possible that they have already been exposed to the use of these modal verbs from their own experiences (such as hearing someone say them when they speak ), which makes it less difficult for students to understand and practice the function.
The function of modal verbs is very suitable for learning in a functional grammar lesson, in which students can experience and consider where and how they can use them in practice. Furthermore, the target ESL students are in an English-speaking country, so it is entirely possible that they have already been exposed to the use of these modal verbs in their own experiences (such as listening to someone pronounce them while they are talking), making it less difficult for students to understand and practice the function. b) How will you explain the lesson objective? 184 By telling them that they are going to learn a new function of these modal verbs and letting them figure out the specific function themselves; ask them what they ultimately learned; repeating the key words of the objective in conversations (such as giving instructions, talking about the content) during the lesson. c) How will you explain the teaching procedure?
Do individual work on assessing the correct positions of the modal verbs and then check the answers together (with explicit explanation). Work in pairs to create conversations using modal verbs according to the content, speakers and setting. Group: Identifying a new function, creating conversations using modal verbs based on content, speakers and setting.
186 I will begin by giving a quick summary of the types of accommodation we learned and discussed in the last class. This will activate students' schema and prior knowledge of the topic and provide them with a transition to the focus of this lesson. This will enable them to have a summary of the new knowledge and some thoughts on what they have learned. f).
Individual: Through class participation and collecting the notes they write at the end of the lesson (what new words, expressions or knowledge they learned and whether this lesson is meaningful to them). One of the questions that always fascinates me when acquiring a second language is the role of students' L1, and Dr. This section really broadens my horizons of the scale and current dilemma of parental involvement.
What do you think about the role of students' L1 and what are your ideas about L1 being used in the classroom. What is the general trend of the policy on immigrants and ESL teaching regarding the sharing of language and culture in Canada. We observed part of the reading course for grade 5 and social studies for grade 6.
She spoke quickly and directly to the point, focusing on the tasks and procedures of the class. The beeps occurred very frequently throughout the process and sometimes the teacher would remind the students of the time remaining. 34;collaboration" to demonstrate the objectives and features of the study and work of students on the side wall.
