The reader is an initiated expert who represents a faculty audience. This reader, particularly omniscient and all-powerful, is likely to be an abstract representation, a generalized construct, one reified from an examination of academic assignments and texts (Raimes, 1991).
Partnership Teaching is not just an extension of co-operative teaching. Co-operative teaching consists of a language support teacher and class teacher jointly planning a curriculum and teaching strategies which will take into account the learning needs of all pupils. The point is to adjust the learning situation in order to fit the pupils. Partnership Teaching is more than that. It builds on the notion of co-operative teaching by linking the work of two teachers with plans for curriculum improvement and staff development across the entire school (Davison, 2006).
During the 20 years most English-medium schools around the world have adopted some form of partnership or collaborative teaching in order to improve the incorporation of ESL/EAL students into the mainstream classroom and to develop more language-conscious approaches to teaching. In Australia, in response to state government policy and student need, a major push of the school ESL program is now being seen in support of team teaching in the mainstream classroom. In Canada there has been a long recognized tradition of collaborative teaching in regards to ESL. More and more of these joint models are also being widely endorsed in international schools around the world as well as in the tertiary segment. There are a small but rising number of in-service education proposals and research studies in this area, but most of this work has focused on methods and techniques to use in the classroom or on the analysis of the linguistic demands of the content areas. Only very recently has much attention been paid to researching the process of co-planning and co-teaching and to supporting and evaluating the development of partnership between ESL/EAL and content-area teachers (Davison, 2006).
Co-teaching is conventionally defined as the teamwork between general and special education (SPED) teachers for all of the teaching tasks of all of the students assigned to a particular classroom. This description has frequently been extended to allow the collaborative partnership between a mainstream teacher and a service provider or specialist other than a SPED teacher, such as a remedial math teacher, a reading specialist, and a teacher of the gifted and talented and, more recently, the English as a Second Language (ESL) teacher (Honigsfeld and Dove, 2007).
In a co-taught classroom, ELL's learn typical content along with their monolingual peers. When learning groups continue to be heterogeneous, ELL's are given the opportunity to work with students who have a variety of academic capabilities and English language fluency. This is in contrast to remedial or ESL pullout programs, in which ELL's are either put with youngsters who are struggling readers and writers or have no English language ability. ELL's often have different needs than do remedial students. An ESL program should work to progress student understanding of English while teaching materials, as well as offer English-proficient peers to serve as language models. These are some of the essential fundamentals of a successful ESL co-teaching model. Within a mainstream classroom, an ESL teacher can demonstrate strategies during a co-taught lesson, and the classroom teacher can uphold the use of these same strategies with ELL's when the BSL teacher is no longer present. Often, the trade of ideas between teachers allows for more risk taking and the use of ground-breaking strategies on the part of each teacher to profit all students in the classroom (Honigsfeld and Dove, 2007).
The natural approach to language learning is founded on the doctrine of several theories, the most prominent one being The Monitor Model developed by Stephen Krasher. The principles of this model are based on several hypotheses which include:
Learning and Acquisition Hypothesis - The learner has two ways of attaining the second language. This can be done through Subconscious Acquisition and Conscious Learning. This means that the learner must learn to speak and think in the second language.
The Monitor Hypothesis - The subconscious knowledge of the second language permits the learner to verify and correct language output shaping a kind of careful editing process.
The Natural Order Hypothesis - The attainment of languages occurs in a conventional order. There are definite widespread procedures of language development. Each person has an internal normal syllabus of attainment which results in comparable errors at comparable moments regardless of which language is being learned.
The Input Hypothesis - Language must be learned in a scaffolded manner. The contribution must be understandable,...
The second motive behind the internationalist actions was a desire for control. This is especially seen in Kennedy's reaction to Guatemala. By the mid-1960's, Guatemala had finally begun creating an independent government. What's more, the people even wanted to have an open election. However, Kennedy caught wind of a threat by the former dictator Arevalo, who planned to re-enter the country and run in the election. Instead of trusting the
c. Other theorists (Modern Attachment Theories) Upon the establishment and strengthening of Bowlby and Ainsworth's Attachment Theory, other theorists have developed new studies which either tested the theory or sought to apply it in different contexts or scenarios. Inevitably, most scenarios and contexts that new theorists and psychology researchers took is the path to explaining grief and bereavement. Others, however, have centered on specific aspects of the theory and sought to
Theory vs. Creativity in Design Leaders have a task of moving the organization forward in a fashion that is supported by all stakeholders. After allocating resources to bolster organizational success, leaders must primarily assess and accept the risks related innovation. Innovation includes accepting new management theories to replace the outdated philosophies widely incorporated into an organization's procedures and policies over time (American Evaluation Association, 2004). This study aims to identify, discuss,
Theory Development Nature and Use of Theory in Academic Research Corley and Gioia (2001) call theory the, "currency of our scholarly realm" (p. 12). The authors further explain that theoretical contribution is a requirement for a manuscript to be considered for publication. It appears that all scholarly writing hinges on the theoretical worthiness of the material. Corley and Gioia defined theory as a statement of concepts and their interrelationships that together, demonstrate
Positive effects: UPB management will be able to capitalize on the five years of training and other investments in Mark Williams The colleagues will feel a sense of security as Williams has decided to stick with the company Costs with replacing him will now be incurred and the money could be used in another direction UPB clients will be content as they will not have to switch consultants Mark Williams will feel loyal and the
Critical Thinking for Homeland Security Everyone navigates their way through the world using a set of preconceived ideas, stereotypes, notions and beliefs concerning how things work and how others will behave in any given situation. Not surprisingly, many people are surprised and even shocked to learn that some of the things they have firmly believed to be true all of their lives are inaccurate or even false. These frailties of the
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