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The Cambridge History of the English Language

The volumes of The Cambridge history of the English language reflect the spread of English from its beginnings in Anglo-Saxon England to its current role as a multifaceted global language that dominates international communication in the 21st century.

Wyld argued for the intrinsic superiority of its sounds saying that no other variety
of English surpassed it in clarity or beauty. ... War and the advent of commercial
radio and television the BBC no longer dominates the media to the same degree.

Academic Vocabulary Handbook for 7th Grade English Language Arts Common Core Curriculum

This project addresses the issue of Spanish Speaking English Language Learners having difficulty acquiring the academic vocabulary necessary to becoming successful in reading comprehension. Although schools have utilized vocabulary systems in the past, the new Common Core standards have left teachers without tangible supplemental materials or resources specifically targeted for 7th grade academic vocabulary while incorporating the rigor of the Common Core standards. This handbook provides a miniature curriculum for teaching 7th grade academic vocabulary with specialized instructions for English Language Learners embedded within the curriculum. My research documents our nation's academic challenges in meeting the needs of our Latino/Hispanic population. I found a large array of explanations as to why these challenges have not been met. It also exposes the ravaging cycle of effects visited upon students when the problem have not been properly addressed. Moreover, my research sheds light on productive solutions to aid in resolving the nation's conundrum of supporting our Spanish English Language Learners. This project adds to literature of the educational community of literature a handbook that is practical and ready to use in a 7th grade English Language Arts class that has Spanish speakers within it. It serves as a supplemental resource utilizing best practices and addresses the vocabulary acquisition of all students, including Spanish speakers. It delivers fun and interactive activities that promote academic language discourse as well as worksheets that can be copied and distributed for use.

This handbook provides a miniature curriculum for teaching 7th grade academic vocabulary with specialized instructions for English Language Learners embedded within the curriculum.

Unlocking the Power of Academic Vocabulary with Secondary English Language Learners

In Unlocking the Power of Academic Vocabulary, Dr. Yu Ren Dong, an associate professor of English education at Queens College, City University of New York, helps secondary teachers expand their instructional repertoire to teach academic vocabulary in a systematic, meaningful, contextualized, and exciting way. Every secondary, subject-matter teacher will find strategies, easy-to-integrate activities, and tips on selecting words and planning lessons. As you teach with these strategies, your English language learners will be able to: • tap into prior knowledge through cross-language transfer and cross-cultural comparisons; • use concept-based vocabulary, such as analogies, metaphorical language, themes, sources, inquiry, and graphic organizers; • interact with new words in context to decipher euphemisms, words with multiple meanings, connotation, and context clues; • engage in interactive read-alouds, think-alouds, and wordplay; and • master vocabulary through writing. Charts, student examples, suggested resources, and subject-matter vocabulary lists give teachers the hands-on tools they need to teach the concepts behind words as well as the actual definitions, spelling, and sounds. Transform your academic vocabulary instruction into an engaging, skill-building mix that carries over into students’ reading, writing, thinking, and conversations in all subject areas.

In Unlocking the Power of Academic Vocabulary, Dr. Yu Ren Dong, an associate professor of English education at Queens College, City University of New York, helps secondary teachers expand their instructional repertoire to teach academic ...

Academic Vocabulary Level 2--Using Descriptive Language

This lesson integrates academic vocabulary instruction into content-area lessons. Two easy-to-implement strategies for teaching academic vocabulary are integrated within the step-by-step, standards-based writing lesson.

1 Before.using.this.strategy,.decide.which.vocabulary. words.to.use...You.can.use
.specialized.content. and/or.general.academic.words...The.words.must. already.
have.been.introduced.to.students. 2 To.prepare.for.using.the.strategy ...

Strategies for Building Academic Vocabulary in Language Arts

Boost students' language arts vocabulary with easy-to-implement effective strategies! Sample lessons using each strategy are included for grade spans K-2, 3-5, 6-8, and 9-12 using vocabulary words from standards-based, content-specific units of study. Each strategy also includes suggestions for differentiating instruction. Each notebook includes 25 research-based strategies, differentiation suggestions for each strategy, assessment strategies, sample word lists including both specialized content and general academic words, and parent letters in both English and Spanish. Also included is a Teacher Resource CD with PDFs of resource pages, word lists, assessment pages, and parent letters. This resource is correlated to the Common Core and other state standards.

Students put vocabulary in order based on their definitions. For example, the
word seldom may be discussed in conjunction with the words never, occasionally
, often, and always. Students can see how these words are ordered according to
 ...

Possible Heritage Language Loss in Hispanic Students Enrolled in English as a Second Language Programs Or in Transitional Bilingual Education Programs

The present study investigated the possibility of heritage language loss in twenty students of Hispanic origin, selected from six second-grade classrooms in one elementary school of a large district in the Dallas-Fort Worth area. Ten students were enrolled in Transitional Bilingual Education (TBE) classes and ten students were enrolled in English as a Second Language (ESL) classes, during the academic year 2004-2005. Oral Reading Fluency (ORF) in English and Spanish were measured over a short-term progress monitoring period (i.e. sixteen consecutive weeks), and over a long-term follow-up period (i.e. nine and twelve months later, respectively). To answer the first research question on the amount and type of growth in English and Spanish ORF demonstrated by the students over time, two main types of analyses were conducted: a) time series analysis of group improvement trends, and b) Analysis of Variance (ANOVA) on individual student slope coefficients. Results from quantitative analyses revealed that both groups of students improved in English reading over time. However, when considering the long-term progress, the TBE group demonstrated a faster rate of improvement in English reading when compared to the ESL group and also to their own Spanish reading. As for the ESL group, the students reached a plateau of performance in Spanish, indicating, at best, minimal skills in the heritage language while continuing to progress in English. To answer the second research question, regarding parents' beliefs on bilingualism and maintenance of the heritage language in their children, semistructured Parents' Interviews (PI) with open-ended questions were conducted. Results from qualitative analyses revealed three major themes: Both sets of parents believed in the connection between the native language and increased life opportunities, the TBE parents affirmed the heritage language as symbol of their cultural identity, and the ESL parents acknowledged their children's native language loss. Findings from this study suggest that students instructed in their native language in the early elementary years appear to have a better chance of maintaining their heritage language over time, when compared to students instructed solely in English.

The present study investigated the possibility of heritage language loss in twenty students of Hispanic origin, selected from six second-grade classrooms in one elementary school of a large district in the Dallas-Fort Worth area.

Barron's how to Prepare for the IELTS (International English Language Testing System)

The IELTS is internationally recognized as fulfilling English language requirements for entry to academic courses by more than 380 American colleges and universities, as well as by higher education institutions in Australia, Canada, Ireland, New Zealand, South Africa, and the United Kingdom. This brand-new test preparation manual covers all parts of the IELTS and all of its question types: multiple-choice, short answer, sentence completion, flowchart completion, graphs, tables, making notes, summarizing, labeling diagrams and maps, classification, matching, and selecting from a list. The manual also offers four practice tests with answers, and listening and reading modules with answer keys.