Analysis Of The Curriculum Of Texas And Puerto Rico

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There are several factors that can cause a student to have a lack of prior knowledge upon entering a new school system. In this case, the data analysis indicated that there were differences between the curriculum of Texas and Puerto Rico. As illustrated by the example presented in the previous chapter some of the math topics in the Texas curriculum were introduced at a different time in Puerto Rico. In addition, the complexity of the students’ objectives varied. Curriculum around the world can differ in order, emphasis, and students’ expectations.
Additional factors that affected Griselda and typically contribute to newcomers’ lack of background knowledge include cultural differences and socioeconomic status. Despite being a territory of the
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However, each had specific limitation.
Peer support. Out of the educational practices observed during this case study, peer support emerged as the most effective educational practice in supporting Griselda during her first year of schooling in Central Texas. Griselda received support from her peers in two ways. First, she was paired with another Spanish-speaking student who was also in early stages of English language acquisition. Second, Griselda would seek help from the other bilingual students in the classroom when she needed to say something in
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In this section, the implications associated with the data analysis of this case study are discussed.
Students and families are the agents of children’s educational process. Students like Griselda who are aware of what they need to learn and how they learn it best need to actively participate in their education process and the decision making related to this. In addition, parents are the best resource educators have to learn about students’ background, previous schooling and educational needs. Including them in the education process not only makes this a more efficient one but it also creates a sense of belonging.
The data revealed how the use of the native language and using flexible language practices can be a tool for learning academic content. A student’s native language is a tool that needs to be used in the classroom to ensure that students satisfy their learning needs and continue developing thinking skills while developing English language proficiency. The use of flexible language practices or translanguaging, that build on students’ linguistic repertoire, validate students’ cultural and linguistic identity, prepare students to academically succeed and compete in an increasingly multilingual world, and allows them to demonstrate their knowledge, perform at their actual level, and develop to their full potential. In addition, translanguaging promotes diversity and inclusion.

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