Grammar
Tenses
Present
Present Simple
Present Continuous
Present Perfect
Present Perfect Continuous
Past
Past Simple
Past Continuous
Past Perfect
Past Perfect Continuous
Future
Future Simple
Future Continuous
Future Perfect
Future Perfect Continuous
Parts Of Speech
Nouns
Countable and uncountable nouns
Verbal nouns
Singular and Plural nouns
Proper nouns
Nouns gender
Nouns definition
Concrete nouns
Abstract nouns
Common nouns
Collective nouns
Definition Of Nouns
Animate and Inanimate nouns
Nouns
Verbs
Stative and dynamic verbs
Finite and nonfinite verbs
To be verbs
Transitive and intransitive verbs
Auxiliary verbs
Modal verbs
Regular and irregular verbs
Action verbs
Verbs
Adverbs
Relative adverbs
Interrogative adverbs
Adverbs of time
Adverbs of place
Adverbs of reason
Adverbs of quantity
Adverbs of manner
Adverbs of frequency
Adverbs of affirmation
Adverbs
Adjectives
Quantitative adjective
Proper adjective
Possessive adjective
Numeral adjective
Interrogative adjective
Distributive adjective
Descriptive adjective
Demonstrative adjective
Pronouns
Subject pronoun
Relative pronoun
Reflexive pronoun
Reciprocal pronoun
Possessive pronoun
Personal pronoun
Interrogative pronoun
Indefinite pronoun
Emphatic pronoun
Distributive pronoun
Demonstrative pronoun
Pronouns
Pre Position
Preposition by function
Time preposition
Reason preposition
Possession preposition
Place preposition
Phrases preposition
Origin preposition
Measure preposition
Direction preposition
Contrast preposition
Agent preposition
Preposition by construction
Simple preposition
Phrase preposition
Double preposition
Compound preposition
prepositions
Conjunctions
Subordinating conjunction
Correlative conjunction
Coordinating conjunction
Conjunctive adverbs
conjunctions
Interjections
Express calling interjection
Phrases
Sentences
Grammar Rules
Passive and Active
Preference
Requests and offers
wishes
Be used to
Some and any
Could have done
Describing people
Giving advices
Possession
Comparative and superlative
Giving Reason
Making Suggestions
Apologizing
Forming questions
Since and for
Directions
Obligation
Adverbials
invitation
Articles
Imaginary condition
Zero conditional
First conditional
Second conditional
Third conditional
Reported speech
Demonstratives
Determiners
Linguistics
Phonetics
Phonology
Linguistics fields
Syntax
Morphology
Semantics
pragmatics
History
Writing
Grammar
Phonetics and Phonology
Semiotics
Reading Comprehension
Elementary
Intermediate
Advanced
Teaching Methods
Teaching Strategies
Assessment
Planning for bilingual learners
المؤلف:
Sue Soan
المصدر:
Additional Educational Needs
الجزء والصفحة:
P57-C4
2025-04-03
512
+
-
20
Planning for bilingual learners
Guidance in ways to support classroom practice for bilingual learners can be provided by the theories of second language acquisition. When thinking about planning for all learners, educators first of all think about what the learners already know and build on this knowledge, devising activities and tasks that enable them to develop. When planning for bilingual learners, educators need to think about what they can bring as individuals from their previous experiences to the task in great detail. This will include their social and cognitive understanding and their linguistic ability. Educators therefore need to have this information available to them and to have a good understanding of the individual learner’s culture, previous education and family circumstances.
Next, the demands of the task or activity, on the bilingual learners themselves, have to be considered. How a lesson is to be presented and how the tasks are to be completed, need to be made explicit to bilingual learners. An analysis of the language to be used within text will also enable the educator to ensure that support and engagement in the task are possible. This is, as mentioned earlier, where a good understanding of how a classroom functions, can support the demands of the curriculum, the social interactions and the linguistic development for these learners.
The level and type of support needed are also an important aspect of an educator’s planning. This may be supplied to the learners in many different ways, using the strengths of their peers, of effective grouping or additional adult intervention.
It may also involve using artefacts, videos or pictures to ensure access and engagement in the curriculum. Repetition, gesture, intonation and role-playing can all be used by educators to support cognitive and linguistic development.
The framework presented in Figure 1 is very simple, but can be used to ensure that accurate and appropriate planning is achieved for bilingual learners.
الاكثر قراءة في Teaching Strategies
اخر الاخبار
اخبار العتبة العباسية المقدسة
الآخبار الصحية
مواضيع ذات صلة
قسم الشؤون الفكرية يصدر كتاباً يوثق تاريخ السدانة في العتبة العباسية المقدسة
"المهمة".. إصدار قصصي يوثّق القصص الفائزة في مسابقة فتوى الدفاع المقدسة للقصة القصيرة
(نوافذ).. إصدار أدبي يوثق القصص الفائزة في مسابقة الإمام العسكري (عليه السلام)
