I believe many teachers are accountable for failing students due to their lack of understanding of multilingual classroom specially in content areas such as science.
I am developing this capstone project to introduce a possible step for raising teachers awareness in the areea and give them tools to overcome the challenges they face with students of immigrants family
FROM MONOLINGUALISM TO LINEAR BILINGUALISM TO DYNAMIC BILINGUALISM IN SCHOOLSA First Turn: From Monolingualism to Linear Bilingualism
During the second half of the 20th century, schools started to pay more attention to developing the bilingual proficiency of monolingual children, both language majorities and language minorities. This first turn from strictly monolingual schools to more bilingualism in schools coincided with the ethnic revival that took place around the world in the 1960s (Fishman, 1985).
Education in developing countries
Research, Development, Design, Marketing & Sales, Global supply chain management
Essential Job requirement of today
The ability to quickly acquired
Apply new knowledge
The know how to apply essential 21st skills
growth of service-based knowledge work
As perhaps noticed by many of who learn and teach at the same time, our 21st century curriculum is gearing towards work place. I believe we as teachers ought to teach not only our content area weather it is in Science, English, Math or History, we need to teach our students the attributes of dynamic learning skills. The attributes along with the content we teach will result in a characteristics which all students need to successfully overcome their challenges. A child of an immigrant family above and beyond the day to day life in a different environment, they need to jump over cracks and not falling in them, deal with the limitations not due to the fault of their own but due to the changing world and the misplacement of thousands of people from their original land where they know the language, hold the same values and belong to the culture.
How can I facilitate learning of every single of my students including children of immigration?
This is my conclusion excerpts from a paper I wrote on the subject
Greater inquiry into the effect of 21st century technology integration and its resultant effect on learning, assessment and student performance needs to be explored in greater depth at every level of teacher development and across the subject areas. The Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators contributes a greatly needed epistemological and practical framework for exploring the complex problem of integrating technology into teacher preparation and teacher development. It brought together a bevy of practiced scholars to form a chorus of support for greater research and documentation of how technology can and should be used effectively to facilitate instruction. The handbook provides philosophical and practical considerations for teacher preparation programs to consider when designing instruction, field placement, and assessing candidate performance. Ultimately, “The success of education in the 21st century calls upon educators to confront broad pressures now shaping our children’s future” (The Partnership for 21st Century Skills, 2007, p. 1) and TPCK may be one pathway to meeting this challenge.
Where do I find the village to raise my kid?
Adhering to my purpose for this Capstone, which is to help English Language Learners to achieve their best and access their excellence in Science classrooms, I have. I believe there is an extreme need for collaboration of teachers, teachers and administrators and to keep the loop closed we need to be in constant contact with the child's guardian. Not all of us teach in the wealthy suburb of California!! Some of us teach in the intercity classrooms and in the underprivileged and under served and marginalized communities where we see more instances of "CHILDREN OF IMMIGRATION"