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 …show more content…
Griselda indicated that her bilingual peers provided her support learning and practicing English. Anytime she needed to tell something to the teachers she would ask her friends and they would translate it for her. Griselda would then write it down and memorize it. Griselda’s friends also talked to her in English and then tell her the meaning of what they were saying in Spanish. In this way, the progressive use of more English enabled Griselda to acquire English in social settings but for particular purposes that were associated with school. These informal interactions in the school yard were just as important to Griselda’s English language …show more content…
Assessments for emergent bilinguals should be a reflection of their actual knowledge and abilities, and they should reflect the language in which instruction was provided to ensure full benefit is provided to the learner. Attuned with the use of flexible language practices assessments should allow students to demonstrate their academic knowledge without language constraints as well as ensure that comprehension and rigor are at the core of all learning activities.
Teachers have a great amount of power in forging students’ future. Teachers can be agents of inclusion and change when their educational practice ensures that students and their families are integral parts of the school community by validating their cultural and linguistic identities, and acknowledging these as valuable contributions to the education process of all children. This will improve students’ academic performance and their social-emotional development.
Lastly, learning is a social act, according to Vygotsky (1978). This means that in the classroom, the use of any form of cooperative learning, including peer tutoring activities, require a systematic implementation in order to obtain effective results that can be measured and analyzed for the language development and academic achievement of bilingual learners.
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 …show more content…
Griselda indicated that her bilingual peers provided her support learning and practicing English. Anytime she needed to tell something to the teachers she would ask her friends and they would translate it for her. Griselda would then write it down and memorize it. Griselda’s friends also talked to her in English and then tell her the meaning of what they were saying in Spanish. In this way, the progressive use of more English enabled Griselda to acquire English in social settings but for particular purposes that were associated with school. These informal interactions in the school yard were just as important to Griselda’s English language …show more content…
Assessments for emergent bilinguals should be a reflection of their actual knowledge and abilities, and they should reflect the language in which instruction was provided to ensure full benefit is provided to the learner. Attuned with the use of flexible language practices assessments should allow students to demonstrate their academic knowledge without language constraints as well as ensure that comprehension and rigor are at the core of all learning activities.
Teachers have a great amount of power in forging students’ future. Teachers can be agents of inclusion and change when their educational practice ensures that students and their families are integral parts of the school community by validating their cultural and linguistic identities, and acknowledging these as valuable contributions to the education process of all children. This will improve students’ academic performance and their social-emotional development.
Lastly, learning is a social act, according to Vygotsky (1978). This means that in the classroom, the use of any form of cooperative learning, including peer tutoring activities, require a systematic implementation in order to obtain effective results that can be measured and analyzed for the language development and academic achievement of bilingual learners.