However, the French language “prevails among the elite and in government.” This division symbolizes a “social class and a barrier to the less educated and the poor.”
In Haiti, the national dish is rice and beans, and their staple foods are sweet potatoes, yams, corn, pigeon peas, bread, and coffee. They mainly eat two meals a day, which consist of a light breakfast and a meal in the afternoon. Haitians eat fruits between meals and have a nightly snack as well. Haiti is the “poorest country” in the Western Hemisphere. The majority of Haitian people consist of “small farmers and are referred to as peasants.” The average “family of six, earn less than $500 per year.” Much of the land is not suitable for farming, resulting from a severe erosion …show more content…
This can be accomplished by labeling items throughout the classroom, bringing in literature from the student’s culture, and creating graphic representations illustrating the student’s life (pg. 50). In the article, Five Things Teachers Can Do to Improve Learning for ELLs in the New Year, it states that English Language Learners need to have peer interaction at least “three times a week.” During this time, ELL’s are provided with an opportunity to engage, provide feedback, and practice their English skills with a peer. Another opportunity mentioned is “weekly parent contact.” The more a parent is involved and feels comfortable with the school setting, the more likely that they and their student will embrace the learning experience. Another opportunity I found that can benefit the ELL is “a weekly writing activity that focuses on developing a certain skill.” These activities can range from “vocabulary use, format of an essay, or the peer editing process.” The article of the Do's & Don'ts for Teaching English-Language Learners states that teachers should “model what is expected” of their ELL students and not just assume that they understand what is being asked of them. Through modeling, students gain a sense of “self-confidence” that they can help them to accomplish the desired outcome. The article states that teachers should not “speak too fast” and they should provide visual aids, gestures, intonation, and other non-verbal cues.” Providing students with these tools allows them “comprehend the
In Haiti, the national dish is rice and beans, and their staple foods are sweet potatoes, yams, corn, pigeon peas, bread, and coffee. They mainly eat two meals a day, which consist of a light breakfast and a meal in the afternoon. Haitians eat fruits between meals and have a nightly snack as well. Haiti is the “poorest country” in the Western Hemisphere. The majority of Haitian people consist of “small farmers and are referred to as peasants.” The average “family of six, earn less than $500 per year.” Much of the land is not suitable for farming, resulting from a severe erosion …show more content…
This can be accomplished by labeling items throughout the classroom, bringing in literature from the student’s culture, and creating graphic representations illustrating the student’s life (pg. 50). In the article, Five Things Teachers Can Do to Improve Learning for ELLs in the New Year, it states that English Language Learners need to have peer interaction at least “three times a week.” During this time, ELL’s are provided with an opportunity to engage, provide feedback, and practice their English skills with a peer. Another opportunity mentioned is “weekly parent contact.” The more a parent is involved and feels comfortable with the school setting, the more likely that they and their student will embrace the learning experience. Another opportunity I found that can benefit the ELL is “a weekly writing activity that focuses on developing a certain skill.” These activities can range from “vocabulary use, format of an essay, or the peer editing process.” The article of the Do's & Don'ts for Teaching English-Language Learners states that teachers should “model what is expected” of their ELL students and not just assume that they understand what is being asked of them. Through modeling, students gain a sense of “self-confidence” that they can help them to accomplish the desired outcome. The article states that teachers should not “speak too fast” and they should provide visual aids, gestures, intonation, and other non-verbal cues.” Providing students with these tools allows them “comprehend the