Teaching Assistant Level3 – Supporting Numeracy Development
Miss Sharon Jordan
65 Birmingham road
Rowley Regis
West midlands
B65 0HS
Student number JOR010HS / S28787 Assignment 7 Question 1)
Vocabulary factors
Level of English proficiency / Educational background
Factors foe ELs
Motivation / Primary language
Vocabulary knowledge
• How well developed students vocabulary is affects how much comprehended during reading. • Social language v. academic language: (i.e. a student may have vocabulary for communication skills but may not have the academic vocabulary needed for rigorous secondary content instruction).
Educational Background
• Prior or background knowledge or experience of topic gives advantages when reading about it. • Extensive educational background in native country can be a strong indicator that student will acquire, and learn to read in English, with more ease.
Level of English proficiency
• Beginning • Early intermediate • Intermediate • Early advanced • Advanced • Reading • Writing • Listening • Speaking
Typically a student at a higher level of proficiency, picks up reading in a second language with more ease.
Primary Language
How well development literacy skills are in primary language affect reading in second language (e.g. educated ELs don’t have to relearn to read; they just have to learn to read English. While ELs that cannot read in first language, have a more difficult time). Linguistic differences between primary language and English (e.g. if EL already uses roman alphabet, and reads left to right, it is usually a smoother transition).
Motivation
How necessary is it for the individual to learn the language ? What is the personal importance (e.g. social importance, work related etc).
Children's attitudes toward reading are getting little attention in developing children's literacy ability. This article analyzes the factors that influence children's positive attitudes
65 Birmingham road
Rowley Regis
West midlands
B65 0HS
Student number JOR010HS / S28787 Assignment 7 Question 1)
Vocabulary factors
Level of English proficiency / Educational background
Factors foe ELs
Motivation / Primary language
Vocabulary knowledge
• How well developed students vocabulary is affects how much comprehended during reading. • Social language v. academic language: (i.e. a student may have vocabulary for communication skills but may not have the academic vocabulary needed for rigorous secondary content instruction).
Educational Background
• Prior or background knowledge or experience of topic gives advantages when reading about it. • Extensive educational background in native country can be a strong indicator that student will acquire, and learn to read in English, with more ease.
Level of English proficiency
• Beginning • Early intermediate • Intermediate • Early advanced • Advanced • Reading • Writing • Listening • Speaking
Typically a student at a higher level of proficiency, picks up reading in a second language with more ease.
Primary Language
How well development literacy skills are in primary language affect reading in second language (e.g. educated ELs don’t have to relearn to read; they just have to learn to read English. While ELs that cannot read in first language, have a more difficult time). Linguistic differences between primary language and English (e.g. if EL already uses roman alphabet, and reads left to right, it is usually a smoother transition).
Motivation
How necessary is it for the individual to learn the language ? What is the personal importance (e.g. social importance, work related etc).
Children's attitudes toward reading are getting little attention in developing children's literacy ability. This article analyzes the factors that influence children's positive attitudes