![]() ![]() Since autism is a developmental disorder, children on the spectrum do not progress the same as their peers.īeing able to spot these differences is important to evaluate for a diagnosis - it’s also important in terms of your understanding. *It is important to structure activities that are both age and linguistically appropriate.Children often follow a fairly typical language development pattern, which is why a significant deviation from this standard pattern often creates concern among parents. Use Total Physical Response (TPR) techniques Show films and videos with cooperative groups scripting the visualsĮncourage solo readings with interactive comprehension checks* Use newspaper ads and other mainstream materials to encourage language interaction* Have students design questions, directions, and activities for others to follow Use music, TV, and radio with class activities Use charts, tables, graphs, and other conceptual visuals Have students write descriptions of visuals and propsĮncourage critical interpretation of stories, legends, and poetry* Use pictures and manipulatives to help illustrate conceptsĬonduct student interviews with the guidelines written out Write key words on the board with students copying them as they are presentedĪssign writing tasks that involve writing, rewriting, editing, critiquing written examples* Promote critical analysis and evaluation of pertinent issues Have student fill out forms and applications* Have students identify a social issue and defend their position* Sponsor student panel discussions on the thematic topics* This chart shows each of the five stages of second language acquisition linked to appropriate and specific instructional strategies.Įngage students in charades and linguistic guessing games With this solid background TVI’s can implement related teaching strategies in order to make appropriate educational decisions for intervention.īabbling sounds like speech of native languageĮxamples of Instructional Strategies Linked to Appropriate Language Acquisition Stages Since this population of students has unique educational needs, TVI’s must be knowledgeable of both typical language development and the second language acquisition process as a start. While there may be a language teacher involved with addressing language needs, the TVI will need to assist with developing appropriate programs that are accessible to students with visual impairments. ![]() Since this population of students has unique educational needs, teachers of students with visual impairments (TVIs) must be knowledgeable of their role in addressing both the language and educational needs of students with visual impairments. While there is no current accurate counting mechanism in place to determine the number of ELL’s with visual impairment, it has been estimated that the number is growing at the same rate as the general population of ELL’s (Milian, Conroy, Correa-Torres, in press). This term is viewed as less politically correct. EL or ELL is the current federal term used but you may still see LEP in some contexts. Other terms include English Learners (EL) and Limited English Proficient (LEP). speak Spanish, followed by French, Chinese and German.īy 2030, the number of school-aged children who speak a language other than English is expected to grow to 40%Īll states in the nation have ELL (English Language Learners).Ĩ0.4 % of students identified as CLDE (Culturally and Linguistically Diverse students with Exceptionalities) speak Spanish as a first language.Įnglish Language Learners (ELLs) is a current term used to describe the population of students whose native language is other than English and who are in the process of learning the English language. populations speaks languages other than EnglishĦ5% of bilingual people living in the U.S. The demographics are clearly changing:ġ9.5% of the U.S. The United States becomes more ethnically and linguistically diverse every year. Examples of Instructional Strategies Linked to Appropriate Language Acquisition Stages.Four Key Principles to Language Acquisition.Principles of Second Language Development.BICS and CALPS: Cummins’ Task Difficulty.Typical Language Development and Second Language AcquisitionĬoordinator, Visual Impairment and O&M Programs ![]()
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