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Nothing in the following article should be construed as constituting legal advice of any sort.
This article is presented for informational purposes only. The opinions presented here are solely those of the author and do not necessarily represent the views of the Center for Equal Opportunity. Immediately after Prop passed, bilingual education program advocates sued the state to stop the SEI program, charging in part that nobody knows what SEI is, or how to do it, or if it works.
These claims are all false. However, there is an ironic partial truth in them in that few schools or educators know much about SEI because the bilingual education program advocates managed to keep SEI pretty well buried for almost 20 years. Therefore, I have prepared a basic primmer on SEI, primarily to help California's schools to put SEI in place, as required by Propbut also to help inform the teachers of LEPS everywhere about this promising method of teaching children who do not know the English language.
In the nearly two decades since Baker and de Kanter's suggestion, a few SEI programs have been developed and tested.
The experience of these programs, especially Seattle's, provide much needed guidance to California's schools-- and to others interested in bilingual education program reform. Ramirez5 has the most extensive discussion of the characteristics of SEI. As the first step in a longitudinal study comparing SEI to two types of bilingual education programs, Ramirez' group reviewed the literature and detailed the theoretical and instructional practices differences among the three programs.
The presence of these hypothesized program differences were validated in extensive classroom observations over four years. Actual practice did not confirm the presence of the differences among programs posited by academic theorists. The only hypothesized difference among the programs to occur in actual practice was the percentage of instructional time teachers taught in English as opposed to Spanish.
The American Scholar, Summer These were also looked for in actual classroom practice. Again, there was no difference among the three programs; all were really bad places in which to learn a second language. This finding seems driven by the instructional constraints imposed by large classes.
The optimum setting for learning a second language requires extensive dialog between teacher and learner, which is impossible in classes with more than eight students. Drastic reductions in class size may be the most productive step that could be taken to improve the instruction of LEPS.
Interviews with teachers Dade Co.
Bilingual education program teachers appear more likely to believe the silly theoretical speculations of Krashen, Cummins, Collier, and others that extensive use of the non-English language is necessary, that literacy should first be developed in the non-English language, and that non language subjects are best taught in the non-English language while English is being learned.
In the Dade Co. Since there is some reason to think that teacher attitudes affect student learning, it is not desirable to have teachers harboring doubts about what they are teaching.
Consequently, it seems that some teacher re-education and attitude adjustment should be part of any change from bilingual education to SEI.
Another important feature of SEI that turned out not to be much different from bilingual education programs was the notion that English could be developed simultaneous with teaching subject matter in the non-language subjects.
While there are apparently are a few ESL methods that manage to teach English without also conveying some subject matter content, most teachers, regardless of the program type, incorporate English development into lessons in other subjects when these lessons are taught in English, and vise versa.
Even teachers of monolingual English speakers do this. For example, can the development of English really be separated from a geography lesson on earthquakes? Can't we think of the geography lesson as a lesson in developing one part of the English language that is used more often by one profession-- geographers-- than by others?
By and large, the distinction separating language from other subjects is artificial and doesn't matter much in actual classroom teaching. However, it cannot be stressed too much that it all comes down to only two critical features: I keep harping on this very simple point because many educators, especially program administrators, who were brainwashed by their college professors with a lot of linguistic nonsense, have trouble accepting the fact that there is no more to it than this.Second, the average years of education (AYRS) are also significant for all countries at 5 and 10 percent level.
However, other control variables such as Global, trade, GDP per capita and GDP squared are insignificant at 5 and 10 percent level. Explore Joanna Kotecki's board "CURRICULUM DESIGN" on Pinterest. | See more ideas about Escuela, Aula de español and Enseñando español. Krashen’s Theory of Second Language Acquisition He affirmed, “language acquisition, first or second, occurs when comprehension of real messages occurs, and when the acquirer is not ‘on the defensive’ Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill.
TOTAL PHYSICAL RESPONSE STORYTELLING: AN ANALYSIS AND APPLICATION By MICHAEL K. BRUNE A THESIS Presented to the Department of Germanic Languages and Literature and the Clark.
Ng and Nguyen () described constructivism as: “the belief that the learner is active in shaping how new knowledge is taken in and shaped and, furthermore, that new understandings emerge progressively as learners develop hypotheses, test those hypotheses and re-shape their understandings on the basis of experiences” (p.
41). Second Language Acquisition and Second Language Learning Storytelling Conclusion: The most suitable and prevailing approach to describe factors that have a significant influence on second language acquisition (SLA) are the five hypotheses, described by Steven Krashen in his theory of SLA.
If following Krashens input.