1. Describe basic interpersonal communication skills and cognitive academic language proficiency from your own understanding (1’).
Interpersonal communication skills are the skills that English Language Learners (ELL’s) demonstrate when they are able to carry out a full conversation in the English language. Cognitive academic language proficiency on the other hand is that same students’ academic work in the English language. Just because a student can hold a conversation in English doesn’t mean that they don’t experience difficulties completing their school work. Many times, ELL’s experience falling behind academically for quite a while after they are able to speak the language fluently. It is important as an educator to recognize that these students are not lazy. Instead, recognize the success of being able to speak the language and work on the reading and writing skills in order to ensure success.
2. Describe one of the following models: Two-way Bilingual Immersion program, Transitional Bilingual Education, or Structured English Immersion (1’).
Structured English Immersion is a teaching technique that accelerates teaching English to …show more content…
What is the main content of Florida Consent Decree? (1’). Critique the Florida Consent Decree (1’). Find its issue(s) from your perspective as an English as a Second Language (ESOL) teacher/ learner/ parent (1’).
The Florida Consent Decree basically is an agreement between the Florida State Board of Education and the coalition of eight groups represented by the Multicultural Education, Training, and Advocacy, Inc. (META) and Florida legal services attorneys in regards to identification and provision of services to students whose native language is not English. This agreement focuses on six different issues: Identification and Assessment, Equal Access to Appropriate Programming, Equal Access to Appropriate Categorical/Other Programming for English Language Learner (ELL) students, Personnel, Monitoring, and Outcome
Interpersonal communication skills are the skills that English Language Learners (ELL’s) demonstrate when they are able to carry out a full conversation in the English language. Cognitive academic language proficiency on the other hand is that same students’ academic work in the English language. Just because a student can hold a conversation in English doesn’t mean that they don’t experience difficulties completing their school work. Many times, ELL’s experience falling behind academically for quite a while after they are able to speak the language fluently. It is important as an educator to recognize that these students are not lazy. Instead, recognize the success of being able to speak the language and work on the reading and writing skills in order to ensure success.
2. Describe one of the following models: Two-way Bilingual Immersion program, Transitional Bilingual Education, or Structured English Immersion (1’).
Structured English Immersion is a teaching technique that accelerates teaching English to …show more content…
What is the main content of Florida Consent Decree? (1’). Critique the Florida Consent Decree (1’). Find its issue(s) from your perspective as an English as a Second Language (ESOL) teacher/ learner/ parent (1’).
The Florida Consent Decree basically is an agreement between the Florida State Board of Education and the coalition of eight groups represented by the Multicultural Education, Training, and Advocacy, Inc. (META) and Florida legal services attorneys in regards to identification and provision of services to students whose native language is not English. This agreement focuses on six different issues: Identification and Assessment, Equal Access to Appropriate Programming, Equal Access to Appropriate Categorical/Other Programming for English Language Learner (ELL) students, Personnel, Monitoring, and Outcome