...The neural responses of the dual sensitivity in the bilingual infant's brain are achieved by a slower transition from acoustic to phonetic sound analysis which is an adaptive and advantageous response to increased variability in language input (Ramirez et al., 2017). Ramirez and colleagues found the neural responses of bilingual infants “extend into the prefrontal and orbitofrontal cortex, which may be related to their previously described bilingual advantage in executive function skills” (Ramirez et al., 2017, p. 1). Limitations of the study include a small sample size and the languages analyzed were English and Spanish which could cause different results in relation to other languages. Ramirez and colleagues provide information that negates a common misconception of bilingual children being unable to process more than one language and shows the capabilities infants have when they are under six...
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...Review of “Research Summary and Bibliography for Structured English Immersion Programs” of the Arizona English Language Learners Task Force Stephen Krashen University of Southern California Kellie Rolstad Arizona State University Jeff MacSwan Arizona State University The “Research Summary and Bibliography for Structured English Immersion Programs” of the Arizona English Language Learners Task Force purports to present a scholarly and balanced review of current scientific knowledge regarding effective programs for English Language Learners (ELLs) in general and Structured English Immersion (SEI) in particular. However, we find that the review neglects to reference significant research bearing on the questions raised, and frequently draws inappropriate conclusions from the research presented. Perhaps most disappointing is the tendency in the review to neglect important conceptual distinctions which could have usefully guided the research summary. Below we address each area of literature review in turn, pointing out significant limitations and incorrect interpretations as they arise. 1. What is the current state of scientific research in the area of effective instruction for English Learners? The review cites references to make the point that there are relatively few high quality studies regarding program effectiveness for English Language Learners, with estimates ranging from five (Gersten & Baker, 2000) to fifty (Genesee, Lindholm-Leary, Saunders...
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...Chapter Two 8 Teaching Vocabulary 8 Textbook analysis……………………………………………………………………………………………………………….....................20 CONCLUSION ...22 INTRODUCTION It seems almost impossible to overstate the power of words; they literally have changed and will continue to change the course of world history. Perhaps the greatest tools we can give students for succeeding, not only in their education but more generally in life, is a large, rich vocabulary and the skills for using those words. Our ability to function in today’s complex social and economic world is mightily affected by our language skills and word knowledge. Words are the primary building blocks of effective communication. Although gestures and facial expressions work well in face-to-face communication, words carry the weight of meaning when people are removed from each other in distance and time.The linguist David Wilkins summed up the importance of vocabulary in this way:”Without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. His view is echoed from a course book (Dellar H and Hocking D, Innovations, LTP):”If you spend most of your time studying grammar, your English will not improve very much. You will see most improvement if you learn more words and expressions. You can say very little with grammar, but you can say almost anything with words!” The aim of the current term paper is to learn more about Vocabulary Teaching and to analyze...
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...CHAPTER 3 SELECTING AND USING ASSESSMENTS Introduction This chapter will address three issues: (a) the institutional assessment needs of workforce development organizations, (b) the assessment needs of individual youth to help make informed choices about their careers, and (c) the practical needs of practitioners for information about how to select and use different assessment tools. At the end of this chapter, Exhibit 3.1 contains information that can be used to help with the selection and use of assessments, including a directory of commonly used published tests. Meeting Institutional Assessment Needs Agencies and organizations in the workforce system use assessments to meet institutional needs in two ways-to determine a youth's eligibility for services and to document achievement of program goals by assessing the progress of program participants. The number of participants served and achievement of program goals can impact the amount of funding an organization receives. Funding for the youth programs considered in this guide may come from the Department of Education, the Department of Labor, other federal agencies, states, local governmental agencies, or a combination of these. Table 1.2 in Chapter 1 summarizes the eligibility and assessment requirements of IDEA, WIA Title I, and the Rehabilitation Act. More specific information on assessments mandated or permitted by several federal funding sources may be found in Appendix A. (Mandated assessments are...
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...(American College Testing, 1989), the Study Habits Evaluation and Instruction Kit (SHEIK) (Jackson, Reid, & Cedric, 1979), and the Learning and Study Strategies Inventory-High School Version (LASSI-HS) (Weinstein & Palmer, 1990). The first two of these are study skills measures rather than measures of study behaviors or habits. Bliss and Mueller (1987) pointed out the difficulty with using measures of study skills for making instruction decisions. The old adage tells us that we can lead a horse to water, but we can’t make it drink; likewise we can effectively teach study skills to students, but we cannot necessarily make them apply these skills in the course of their academic careers. Between knowing how to study (possessing study skills) and actually using these skills in preparing for academic tasks (exhibiting study behaviors) there is a connecting phenomenon which relies on students’ feelings about the usefulness of these skills and their attitudes toward...
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...Perfect Phrases for the TOEFL Speaking and Writing Sections This page intentionally left blank Perfect Phrases for the TOEFL Speaking and Writing Sections Hundreds of Ready-to-Use Phrases to Improve Your Conversational Ability, Develop Your Writing Skills, and Build Exam Confidence Roberta G. Steinberg New York Chicago San Francisco Lisbon London Madrid Mexico City Milan New Delhi San Juan Seoul Singapore Sydney Toronto Copyright © 2008 by The McGraw-Hill Companies, Inc. All rights reserved.Manufactured in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. 0-07-159247-4 The material in this eBook also appears in the print version of this title: 0-07-159246-6. All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in corporate training programs. For more information, please contact George Hoare, Special Sales, at...
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...and fundamental questions also need to be addressed. Tests The majority of people have a basic idea of the definition of a test. A test, (2011) according to the Merriam-Webster dictionary is “something (as a series of questions or exercises) for measuring the skill, knowledge, intelligence, capacities, or aptitudes of an individual or group”. This definition can fit some of the areas of psychological testing but six common elements are present in the meaning of “test” in the context of behavioral sciences (Hogan, 2007) These six common features that are present in the definition of a psychological test are: a test is some type of procedure or device, yields information, the procedure or device yields information about behavior, a sample of a behavior or cognitive process rather than many behaviors or cognitive processes, and last a test is a systematic, standardized procedure (Hogan, 2007). Psychological Tests A variety of psychological tests have been developed and used for many different reasons. The major categories of tests include mental ability tests, achievement tests, personality tests, interests and attitudes and neuropsychological tests (Hogan, 2007). Each...
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...Reading and Second Language Learners Research Report May 1999 This report prepared by Magda Costantino, Ph.D. The Evergreen Center for Education Improvement The Evergreen State College Olympia, Washington 98505 With assistance from: Joe St. Charles Susan Tepper Edlamae Baird Acknowledgment to Gary Burris and Lynne Adair For their invaluable assistance with the project This material is available in alternative format by request. Contact Bilingual Education at 360-753-2573, TDD 360-664-3631. The Office of the Superintendent of Public Instruction complies with all federal and state rules and regulations and does not discriminate on the basis of race, color, national origin, sex, disability, age or marital status. Table of Contents (click on page number for access) Introduction......................................................................................................................... 1 Executive Summary ............................................................................................................ 3 Chapter One Language Acquisition and the Language Learner .......................................................... 7 Section One: How Does First Language Develop? .................................................... 7 Section Two: How Does Second Language Develop? ............................................... 9 Foundational Theories ...............................................................................................
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... | Introduction In Going Graphic: Comics at Work in the Multilingual Classroom, Cary has written a useful resource for language teachers eager to supplement typical textbooks and graded or simplified readers with less traditional authentic materials. Going Graphic will provide teachers with a theoretical framework, handy responses to skeptics, a wealth of useful classroom activities, and plenty of recommended comics. Teachers new to comics will find enough here to make good use of them with second language learners. If you are already using comics, you will probably find some new ideas. Style Cary is serious about advocating the use of comics for second language learning, but this book is not overly academic in tone. In keeping with both the medium and the author’s personal connection to the...
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...OF ED U TE N ST A IA DEP NT ME T N T IO CA AR California English Language Development Test (CELDT) OF C A LI FO R Released Test Questions — Updated September 2012 P r e p a r e d b y t h e California Department of Education Available on the California Department of Education CELDT Resources Web page at http://www.cde.ca.gov/ta/tg/el/resources.asp Copyright © 2012 by the California Department of Education (CDE). All rights reserved. This document may be copied and distributed by individuals and by California local educational agencies. This document and its contents may not be edited or altered, and must remain unchanged as published by the CDE. Any other use or reproduction of this document, in whole or in part, requires written permission from the CDE. C a l i f o r n i a E n g l i s h L a n g u a g e D e v e l o p m e n t T e s t CELDT Released Test Questions — Updated Table of Contents Introduction ..............................................................................................................................1 Released Test Questions Overview ............................................................................................................................. 3 Test Components by Domain ............................................................................................... 6 Released Test Questions by Grade and Domain Kindergarten...
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...Maricon A. Alisuag Jenny L. Carlos Fatima B. Dela Cruz Prof. Evangelina S. Seril CHAPTER ONE: INTRODUCTION I. Introduction Today’s modern generation, many youth are engaged in different languages. Some of us have experienced being near to a group of gays who were talking in quite a different language and you were surprised that you could understand some of the words they were saying. That language is what we called gay lingo but in 1970s, it is Swardspeak. Here in the Philippines, they called the term, "Swardspeak" or "Gay Lingo". Nowadays it is one of the most prominent kinds of language that most of the youth rather people engaged to. It consists of mainly Filipino language, but also uses elements of English, Spanish and other Asian or foreign words (especially Japanese), gays make uses of words that are derived from other words and try to make the words colorful and enticingly comical. It is also their way of speaking and their own mannerisms that make it different to those of the females. Because of the spread of Swardspeak, many Filipino try to engange themselves and makes use of it. . Like any other languages, Swardspeak is also dynamic, it evolves easily. According to Reinerio A. Alba, this commonness of gay words is fascinatingly infectious. II. Background of the study The word "Swardspeak", according to Jose Javier Reyes, was coined by columnist and movie critic Nestor Torre in the 1970s. Reyes himself wrote a book on the subject...
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...The impact of health and health behaviours on educational outcomes in high-income countries: a review of the evidence Marc Suhrcke, School of Medicine, Health Policy and Practice, University of East Anglia, United Kingdom Carmen de Paz Nieves, Fundación Ideas, Madrid, Spain ISBN 978 92 890 0220 2 Keywords HEALTH BEHAVIOR - HEALTH STATUS - EDUCATIONAL STATUS - RISK FACTORS - SOCIOECONOMIC FACTORS - REVIEW LITERATURE Suggested citation Suhrcke M, de Paz Nieves C (2011). The impact of health and health behaviours on educational outcomes in highincome countries: a review of the evidence. Copenhagen, WHO Regional Office for Europe. Address requests about publications of the WHO Regional Office for Europe to: Publications WHO Regional Office for Europe Scherfigsvej 8 DK-2100 Copenhagen Ø, Denmark Alternatively, complete an online request form for documentation, health information, or for permission to quote or translate, on the Regional Office web site (http://www.euro.who.int/pubrequest). © World Health Organization 2011 All rights reserved. The Regional Office for Europe of the World Health Organization welcomes requests for permission to reproduce or translate its publications, in part or in full. The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the World Health Organization concerning the legal status of any country, territory, city or area or of its authorities, or concerning...
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...002-0075 COMPARISON OF TQM AND ISO 9000 EFFECTS IN COMPANY PERFORMANCE: AN EMPIRICAL STUDY IN SPANISH COMPANIES SECOND WORLD CONFERENCE ON POM AND 15TH ANNUAL CONFERENCE, CANCUN, MEXICO, APRIL 30 - MAY 3, 2004. AUTHORS: Micaela Martínez-Costa University of Murcia, Spain mili@um.es Facultad de Economía y Empresa, Campus de Espinardo 30100, Murcia Phone: +34968367801 Fax: + 34 968 367537 Angel R. Martínez- Lorente Polytechnic University of Cartagena, Spain angel.martinez@upct.es Facultad de Ciencias de la Empresa, Paseo Alfonso XIII, 50, 30203, Cartagena Phone: +34968325618 Fax: +34968327008 POM Back to "Search By Author" COMPARISON OF TQM AND ISO 9000 EFFECTS IN COMPANY PERFORMANCE: AN EMPIRICAL STUDY IN SPANISH COMPANIES ABSTRACT The effect of Total Quality Management (TQM) and ISO 9000 on performance has been extensively analysed by researchers, but this sort of research has usually been developed in separated cells. However, there are few articles analysing the effect of both systems within the same sample of companies. Our paper analyses both the effect of a TQM system and the ISO 9000 implementation in company performance. A structured questionnaire using the Flynn et al. (1994) scale for measuring TQM has been used to get the data. A postal survey to nearly 3000 industrial Spanish companies with more than 100 employees was sent. This questionnaire was answered by 713 quality managers. The results...
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...400 Must-Have Words for the TOEFL® This page intentionally left blank. 400 Must-Have Words for the TOEFL® LYNN STAFFORD-YILMAZ LAWRENCE J. ZWIER MCGRAW-HILL New York Chicago San Francisco • Lisbon London • Madrid • Mexico City • Milan • New Delhi San Juan • Seoul • Singapore • Sydney • Toronto • • Copyright © 2005 by The McGraw-Hill Companies, Inc. All rights reserved. Manufactured in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. 0-07-146707-6 The material in this eBook also appears in the print version of this title: 0-07-144328-2. All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in corporate training programs. For more information, please contact George Hoare, Special Sales, at george_hoare@mcgraw-hill.com or (212) 904-4069. TERMS OF USE This is a copyrighted work and The McGraw-Hill Companies, Inc. (“McGraw-Hill”)...
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...NEED MORE TOEFL MATERIALS?? Go Here: http://www.yosite.ru 400 Must-Have Words for the TOEFL® This page intentionally left blank. 400 Must-Have Words for the TOEFL® LYNN STAFFORD-YILMAZ LAWRENCE J. ZWIER MCGRAW-HILL New York Chicago San Francisco • Lisbon London • Madrid • Mexico City • Milan • New Delhi San Juan • Seoul • Singapore • Sydney • Toronto • • Copyright © 2005 by The McGraw-Hill Companies, Inc. All rights reserved. Manufactured in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. 0-07-146707-6 The material in this eBook also appears in the print version of this title: 0-07-144328-2. All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in corporate training programs. For more information, please contact George Hoare, Special Sales, at george_hoare@mcgraw-hill.com or (212)...
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