A phase of language development known as the ""silent period"" occurs when a student uses little to no expressive language. The student's primary focus at this phase is not speaking the new language, but hearing and understanding it. Since the pupil is developing their vocabulary and language comprehension before attempting to speak, this period is accepted as natural and essential for language learning.
Because they are simple to maintain, Mrs. Sarah finds that portfolios help her keep track of her ELL students' progress throughout the academic year. Furthermore, portfolios can be a tool for self-evaluation, enabling students to consider their own development and pinpoint areas in which they still need to improve. Additionally, portfolios offer parents concrete proof of their child's development, which they may use to stay updated and active in their child's education.
German is the right response. This is because, according to Mrs. Gab, there was a school founded many years ago to cater to a particular linguistic community, and German is the only language that was specified among the alternatives.
The first phase of language learning, known as Level I Pre-production, is when learners are very proficient in comprehension and have a solid command of the language. On the other hand, they are still unable to speak vocally. This indicates that while they are able to grasp and interpret the language, they are still unable to speak it well or communicate vocally.
Mrs. Farrah thinks that by giving Mark encouraging feedback on his speaking and listening skills, he will be able to advance in both domains. This implies that Mark might be having trouble speaking and listening right now, and Mrs. Farrah thinks that by showing him encouragement, he will be inspired to work on these areas more. Thus, "Improve speaking and listening skills" is the right response.
Because they are playing in a gymnasium before school and having a brief conversation about the game's rules, the kids are speaking in a casual register. The brief utterances and the addition of hand gestures and facial expressions to the communication suggest a casual and laid-back exchange.
A student's speaking and listening skills might benefit from receiving constructive feedback, which can also help them in these areas. The pupil is likely to feel inspired and confident after receiving praise and encouragement, which might improve their speaking and listening skills. They may be able to communicate more effectively and become more skilled at verbally understanding and expressing themselves thanks to this encouraging feedback.
Since language acquisition happens at a subconscious level, Mr. Gio advises parents to let their kids "play" with the English language through songs, rhymes, and riddles, which explains why "all of the above" is the right response. Students feel more at ease and involved in the learning process when there is an informal atmosphere, which promotes language development. In order to inspire pupils and strengthen their linguistic abilities, positive reinforcement is also crucial. As a result, each of these elements helps people learn languages effectively.
An oral language competency exam that has been authorized by the Texas Education Agency is the right response. This is due to the fact that evaluating pupils' language proficiency is crucial for identifying those with limited English proficiency. A test of oral language competency can reveal information about a student's comprehension and communication skills in English. This kind of exam is intended especially for evaluating language ability and can assist in figuring out what kind of assistance and materials English language learners want. This kind of exam is approved by the Texas Education Agency as a valid way to identify pupils who have limited English proficiency.
The children are speaking using a casual register because they are playing in a gymnasium before school and having a short discussion about the rules for the game. The sentences are short and their communication is complemented by facial expressions and hand gesturing, indicating an informal and relaxed conversation.
A continuing log of observed activities throughout time is called an anecdotal record. As her kindergarten kids work in various centers in her classroom, Mrs. Rachel makes observations about them in her notebook. She then uses these findings to guide her discussions regarding the kids' development with their parents. Anecdotal evidence offers a thorough description of particular behaviors, enabling a more thorough comprehension of the child's growth and development.
