Behaviours in English as a Second Language Learner

Behaviours in English as a Second Language Learner Hamayan et al. (2013) emphasize the importance of describing in details the actual behaviors displayed by ELL students before diagnosing and drawing conclusions about the causes of the ELLs difficulties and academic weaknesses. The authors contend that the first step of the ECOS diversity framework that needs to be taken, is to describe students observable behavior as specifically as possible without attributing the behavior to a specific cause (p. 36). This requires collecting work samples and sufficient accurate data, instead of drawing generalized statements based on the teachers perceptions or assumptions about a child. The authors explain that the language difficulties that ELLs experience are embedded in the process of learning English, and they are similar to the difficulties demonstrated by students with diagnosed learning disabilities, for example, forgetting words, language disfluencies, difficulty following oral directions, or distraction in an academic English setting. Wh en garnering the data, educators should obtain this information across different times, settings, and by different methods so that it can be examined, compared and contrasted. Another step of the process of the ECOS diversity framework is to explain the observed behaviors through the lenses of any of the seven integral factors described on page 44. Hamayan et al. (2013) explain that finding explanations for ELLs less than optimal performance in school begins by considering the seven extrinsic factors during the explanatory phase of the process before assuming the existence of intrinsic causes due to a disability (p. 44). Discussing possible explanations will be beneficial to not only members of the ECOS team, but first and foremost to the ELL student. During exploring diverse explanations educators learn from one another about different perspectives, cultural experiences, and areas of expertise. They also have an opportunity to clarify what they mean when using certain words or expressions. Finally, the explanation process may result in findings which will not affect future ELLs placement negatively. It is important to know that even though the disability is present, an ELL should still be supported with ELL services which will meet his/her language needs and maximize the academic achievement. Determining if an ELL students struggles with academic learning are due to language acquisition or a learning disability may be without doubt a challenging task requiring the experience, knowledge about the world, cultural awareness, and professional expertise. Most assessments of ELLs are done mainly in English, therefore the results may be interpreted incorrectly. Moreover, limiting a student to using only one language will hinder a more accurate picture of ELL skills and abilities. Educators seem to have a tendency to rather choose a disability than identify their own bias, lack of knowledge, or procedural errors. There are also many misconceptions about bilingualism, which affect the decisions made about the ELLs. Therefore, it is critical that educators understand the process of the second language acquisition, as well as are able to recognize possible characteristics associated with students with learning disabilities. They should also ask themselves if an ELLs culture may be t he possible explanation for the specific difficulties. In fact, there may be multiple possible reasons for students to exhibit a specific behavior. It truly takes a great amount of knowledge, understanding, humility and sensitivity to cease to guard against this tendency for intrinsic explanations, and stretch ones thinking in order to better serve English language learners. I truly like Hamayan et al. (2013) text because it provides concrete examples of probing questions, potential challenges that ELLs may demonstrate as well as possible explanations from different perspectives for typical language and academic difficulties experienced by ELLs. The article is an eye-opener, and it lays the foundations to how deep and extensive the process of diagnosing should be. I am certain, I will reach for this text, or even will buy a book in order to help me become a more reflective, better practitioner. The more knowledgeable I will become, the more successful my students will be. References Hamayan, Marler, Sanchez-Lopez, Damico (2013), Describing Before Diagnosing: Observation of Specific Behaviors That ELLs May Exhibit, Chapter 3 of Special Education Considerations for English language Learners. Philadelphia, PA: Carlson Publishing.

Free Essays On Shakespeares Sonnet 97 :: Sonnet essays

Analysis of Sonnet 97 How like a winter hath my absence been From thee, the pleasure of the fleeting year! What freezings have I felt, what dark days seen!- What old December's bareness everywhere! And yet this time remov'd was summer's time,- The teeming autumn big with rich increase Bearing the wanton burthen of the prime, Like widow'd wombs after their lords' decease: Yet this abundant issue seem'd to me But hope of orphans, and unfather'd fruit; For summer and his pleasures wait on thee, And thou away the very birds are mute: Or if they sing, 'tis with so dull a cheer That leaves look pale, dreading the winter's near. What a beginning to a great sonnet. This sonnet, understood quite will in the first quatrain, presents a few difficulties throughout the second and third quatrains. This is obviously addressed to a loved one, more specifically a woman who Shakespeare loved. 5: 'This period of separation from you was due to summer', where "summer's time" signifies his youth, moreover, his sexual prime. 6: 'Overflowing autumn [his middle age] is rich with children produced from luxuriant [or frolicsome] experiences of my youth'. Line 8 closes this quatrain with a more happy than mournful meaning, for the widowed reveres the child even more after the father's death. In line 9, I read "abundant issue" as 'topic of general debate or concern', referring to the "lords' decease" in line 8, but it could also mean a person capable of bearing many children, either the addressee or the woman of his prime, or even Shakespeare himself. If the first, then it is addressed to more than one person and is a result of h is absence--he is not able to produce children, only obtain orphans. But if the second, it modifies his hope for orphans. If Shakespeare is the "abundant issue" then this is a fine reading; however, if the "abundant issue" is the child of the widow, this poses a problem because it faults logic to say that the mother is widowed "Yet" her child is an orphan.

Plato biography

Greece had given to us many ideas, inventions and genial persons, and now days it is difficult to imagine our world without them. One of the most famous names of that age was Plato. He was philosopher, mathematic and teacher. Never the less, a few persons know why actually he was so famous. So, do you know where words â€Å"Academy' and Ð’Â «BenefitÐ’Â » came from or who created â€Å"Metaphysics† as field of science?Unfortunately, the extant data, which showed dates and place of Plat's definitely were sweep away by wind of history, but sorority of historians and sources indicate what it was in period between 429 to 423 BC in Athens. As well as we know, Athens was city-state in Ancient Greece, also many historians calling it â€Å"Heart of Greece† or â€Å"Cradle of knowledge†. We can conclude that place of born play an important role at formation of Plat's personality, along with his family was rich and very influential.High social status of his family gave to him opportunity to have best education. As Plato said lately: quickness of mind and modesty as a boy, and the â€Å"first fruits of his youth infused with hard work and love of duty†, and he had learned grammar, music, gymnastic and philosophy. Until 409 BC, Plato was studying at his teacher Socrates; moreover Socrates had big influence at his views of life. Plato was loyal follower and disciple of his teacher, also he created all main ideas with Socratic help. From 409 BC to 404 BC, Plato was in military service.In 403 BC, he returned to Athens, and he was trying himself at political career. Unfortunately, In 399 BC his teacher and friend Socrates had died. It was as knife to Palates back. After this tragic event, Plato disappointed In politics, he and there follower of Socrates left Athens and started to travel. As well as we can see from historical sources Plato travel was from 399 BC to 387 BC, during his travel he visited Italy, Libya, Serene and Egypt, while he was writing and exchanging of knowledge with other great scientists and philosopher.In the year 387 BC, then he came back to Athens, Plato founded his school and called Academy. This Academy gave to us a lot of great people, and one of them was Aristotle. In 367 BC, Plato arrived to Syracuse and become a personal tutor of Dionysus II. Furthermore, Plato reamed about state where Philosophers will have reins of government, but not bowl with poison. Unfortunately, the war broke his utopians dreams In 360 BC, after that he came back to Athens and stayed there until his dead In 347 BC.Plato biography By Tossing-Too career. Unfortunately, in 399 BC his teacher and friend Socrates had died. It was as knife to Plat's back. After this tragic event, Plato disappointed in politics, he and In 367 SC, Plato with poison. Unfortunately, the war broke his utopians dreams in 360 BC, after that he came back to Athens and stayed there until his dead in 347 BC.

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