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Theories of language acquisition and their influence in early childhood
Child language acquisition
Child language acquisition
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My host teacher is very efficient in implementing vocabulary in her kindergarten class learning. The kindergarteners are eager to learn, and are always asking what words mean, just by looking at their sentences during my time observing in the classroom their vocabulary has developed. Whenever my host teacher is reading a story to the students, she makes sure to address new words, and guides them to understand the meaning of the word. She never gives them the definition, she encourages the students to infer what the words mean, through context clues, such as rereading the sentence and trying to find words that will help explain the meaning, or by telling them to look at the illustrations for clues about the words meaning. She takes her time
When the teacher was giving instruction to the students she would point to one of the charts to help students understand and practices their vocabulary. The teacher was able to accommodate students by drawing pictures and modeling students when she was explain. For example one of the words on the vocabulary chart was (pilgrims) the teacher defined the word first with a picture to help students understand and activate their knowledge. Then she would write the definition and would use echo reading to help students develop
The teacher does make sure the children are capable in saying vocabulary words correctly. Most of the students learn from her by imitating the way she moves her lips, when saying a word. The student seems to be doing very well in the classroom, by always interacting in the lesson, and actually paying attention on what the teacher is saying. The student is receiving an appropriate education in the classroom, in her appropriate grade level. I just feel that the student would be more engage, if they can interact with their classmates more. The work in the classroom should be less worksheets, more active involvement, like activities on the smart board or group
I was interested in finding out how teachers can help ELL students to develop this type of vocabulary and whether or not there is a highly effective technique that can benefit every student in class. As classroom teachers we need understand the unique needs of our ELLs. We need to understand that while they are just as capable as our native speakers, they are at a distinct disadvantage because of the amount of information they must process all at once that is in a language they do not fully understand. I have found that there are a number of ways that teachers can foster vocabulary growth in ELLs, I am going to focus on of the most effective: use of graphic organizers.
In order to enhance their vocabulary, to improve their comprehension of the text, students much first have background knowledge of basic definitions that will help them connect and build new vocabulary with former vocabulary. The students must also have the ability to look at the context of an unfamiliar word and be able to decipher the meaning based on the words or phrases that surround it. The foundational skills of accomplishing this is through studying early fundamental vocabulary words and then connecting new words with priorly known words of similar meaning. (Center for Research on Education, n.d.)
To accomplish vocabulary development, before reading the teacher needs to instruct their students on any prerequisites that they need to understand to interpret the text appropriately. This means the teacher has to pull out the most important words as well as those that may be too difficult for the stud...
The article Successful Strategies for Teaching to Middle Grades for English Language Learners by: Nicole Bolos. Reading the article, I realized we are all reading teachers, we are all literacy teachers despite if we are teaching math, history, and science. We cannot teach without introducing Vocabulary terms of science, math and writing terms. I can reflect going back to my school days as a Kindergarten through high school student that my past teachers would not introduce any vocabulary words to help build the CALP language. I would sit there quiet, without asking any question about the lesson because I did not know the academic language of the lesson or instruction.
The problem to be investigated is whether the students are increasing their vocabulary through the current methods used in the classroom. Students’ vocabulary knowledge will be assessed through expressive knowledge of current vocabulary words. Those results will be compared to standardized vocabulary measures to determine the relationship to overall vocabulary ability. The following questions will be explored:
The child will be given multiple opportunities throughout the day to follow directions provided to him by staff and his parents. The school wide intervention program will also be taught to the parents so the child will develop a generalization in the use of vocabulary. “Effective partnerships consider parent involvement and parent engagement as a top priority and seek ways to provide meaningful and relevant opportunities for parents to fully participate as allies, advocates, and leaders in their children’s education and in the partnerships that impact them” (Partnerships_Local Ed., 2006). If everyone who works with the child uses the same terminology, the child will
In today’s culture teachers are belittled and expectations for them are high. On the surface a teacher may just seem like one person doing one job, but a teacher is someone who fulfils many different roles daily. One role is the role of a friend in which teachers are encouraged to build empathetic friendships to meet a students’ needs and keep them accountable in the classroom (2.2), this means learning about their home life, hobbies, and interests. TESOL teachers must have strong moral and ethical behaviors because they celebrate the different lives lived out by each student.
I chose to do my teacher interview in my home town at Richard D. Crosby Elementary School. This K-3rd grade building is very new, it was built in 2010. It has 4 pods, one for each grade level and has a large discovery center in each pod. The school is very colorful, with each pod a different color so the children find it easy to go from area to area. I did my interview with Mrs. Doe, a special education teacher. Her room has a lot of materials for learning and is set up to have several work stations for group activities. Mrs. Doe shares her students with other special education teachers and also has a special education classroom aide. My research question is how does a teacher’s perspective on learning reflect theories and concepts in educational psychology? Mrs. Doe is faced with many challenges in her classroom, overcrowding, multi-cultural differences, learning disabilities, several students with low socioeconomic status and English language learners. There are many challenges for Mrs. Doe to deal with, but she has been teaching for 21 years and has a lot of experience. She started out as a regular classroom teacher, but switched to special education and has done so well that when she asked if she could return to the regular classroom setting, the Superintendent begged her to stay in the special education department because of her success.
The teacher could add more creative activities to her curriculum to engage Jacob. Instead of memorizing what a list of vocabulary words are, students could be asked to create a story using those words. They would be assessed based on the content and whether or not they understand how to use the words would be evident when put to practice. Not only would this benefit Jacob by allowing him to be engaged and creative in his own education, he would demonstrate his understanding of the words and their meanings. This would also benefit the other students for the same reason. Another way to incorporate creativity into the classroom would be to use group work and movement in the classroom. Jacob’s instructor can include group work in order to enhance students’ learning because it allows the students to work together, talk about what they do and do not understand, what they do and do not agree on, and help each other when someone is struggling. By doing this, Jacob will have a better opportunity to connect with his peers and learn with them. This will also give every student the opportunity to stand up and move around during the day and get an outlet to talk and express themselves. Although this could lead to students taking advantage of these opportunities, by getting off task or running around the classroom, if done correctly, this could help Jacob in a myriad of ways. According to someone, students learning from other students can prove to be very beneficial. Jacob will improve his test scores if he can work with other students who are able and willing to help him learn. This also allows him to express his creative side by contributing verbally to the group work and making connections with
My teaching philosophy has been strongly influenced by my field experience in the primary grades. It may be necessary to adjust some of these beliefs to fit the needs of the classroom in certain situations, especially if I were teaching one of the intermediate grades. There are five general philosophies that I believe are essential in creating an effective learning environment as an educator: setting clear expectations for students and creating a respectful environment, acting as a facilitator in the classroom, creating relationships with students and their caregivers, and using positive reinforcement. Though there are a plethora of responsibilities that educators have in the classroom, I believe that these five are the most imperative to being successful in teaching in an elementary classroom.
The role and responsibilities of a teacher is very complex. Teachers are responsible for making sure their learners acquire the knowledge they need, but also achieve their qualification by the end of the course in a safe learning environment, so they have the skills and experience they need to start their careers. To achieve that goal a teacher must be creative, professional, flexible and knowledgeable enough to deal with daily challenges and find different ways to help their learners needs. Establishing a safe and stimulating environment for learners, creating mutual respect and set goals that stretch and challenge learners of all backgrounds and abilities.
...mation they can conclude about this word. Drawing pictures around the page to help form mental imagery. Writing words that mean almost the same or the total opposite of the new word in a flip flop manner around it. All these activities will help established the word soundly in their vocabulary bank and is a great tool that not only helps them with vocabulary but also teaches them how to master other skills. Word walls is another concept many teacher use. Whenever a student encounters a new word they are to place in on their wall. This wall can be in many forms, from notebooks to large posters. Periodically collect students' walls and create opportunities for students to hear, see, and use the words in context. For example, you might use words from students' walls in classroom conversations. Require students to use the new words in their work or conversation.
A Teacher Holds the Key to Knowledge, Success, and Fun The greatest gift a teacher can give students is a positive learning experience that lasts a lifetime. An outstanding teacher is a good role model, fair, consistent, and open to new ideas. A good teacher can motivate and entertain without students realizing the learning process it taking place. It is a great achievement for a teacher to see the “light bulb” come on over a student’s head when he/she understand a problem or can figure out an equation.