From fabric to quilt : adaptability in teaching EAL students from a classroom teacher's perspective
Notice bibliographique
Résumé
As the mosaic of our classrooms becomes more diverse, teachers need to be able to celebrate the multilingual, multicultural students and provide the academic and social opportunities for their students.As well, teachers need to use culturally relevant pedagogy and diverse instructional strategies within the curriculum that will allow all students to develop meaningful language experiences.Through narrative inquiry and through qualitative research, I have examined my teaching practices and methodologies in relation to the observations and critical conversations with EAL teachers directly involved in the instruction and English language development as support for linguistically and culturally challenged students in the elementary school setting.I have taught a community of diverse learners with rich heritages and backgrounds in a multilingual classroom, and I have learned, from these four specialist teachers, to be more knowledgeable in teaching strategies and more adaptable in implementing culturally relevant content.For a brief time, I was able to enter four different classrooms of students, who had come from many different countries and had been removed from their regular classrooms to receive EAL support.Through observations of these students, and interviews and dialogues with specialist EAL teachers, I have been able to critically reflect upon and analyze my results, expanding my repertoire of instructional practices as a multilingual classroom teacher.By allowing me into their professional spaces, and by sharing their teaching practices as English language specialist teachers helping students, I have been both inspired and enlightened.EAL students in our communities and classrooms will bring their personal experiences and rich cultural backgrounds, created from their multigenerational histories.As teachers create welcoming classrooms, all students will receive the language support that they need, without Adaptability in Teaching EAL Students From a Classroom Teacher"s Perspective iii losing their cultural beliefs and values.School families and communities can become the threads that will eventually create a fabric, rich in design and texture.In representing the Canadian mosaic of individuals, this journey metaphorically takes our students, from individual fabrics to quilts of many hues and patterns.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,007 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».