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    This document discusses strategies for teaching children who speak languages other than English at home. It notes that these children may only speak English at school and their native language at home. As a teacher, it would be important to provide extra time, repetition, and resources to help these children learn English. Specific strategies proposed include translating materials into the child's native language, using Google Translate, giving lessons early, and getting an aid. The document also stresses the importance of meeting parents in person to better understand the child's support system and communicate effectively with families.

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    Standard 4c 1

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    This document discusses strategies for teaching children who speak languages other than English at home. It notes that these children may only speak English at school and their native language at home. As a teacher, it would be important to provide extra time, repetition, and resources to help these children learn English. Specific strategies proposed include translating materials into the child's native language, using Google Translate, giving lessons early, and getting an aid. The document also stresses the importance of meeting parents in person to better understand the child's support system and communicate effectively with families.

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    This document discusses strategies for teaching children who speak languages other than English at home. It notes that these children may only speak English at school and their native language at home. As a teacher, it would be important to provide extra time, repetition, and resources to help these children learn English. Specific strategies proposed include translating materials into the child's native language, using Google Translate, giving lessons early, and getting an aid. The document also stresses the importance of meeting parents in person to better understand the child's support system and communicate effectively with families.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    56 views3 pages

    Standard 4c 1

    Uploaded by

    api-509658365
    This document discusses strategies for teaching children who speak languages other than English at home. It notes that these children may only speak English at school and their native language at home. As a teacher, it would be important to provide extra time, repetition, and resources to help these children learn English. Specific strategies proposed include translating materials into the child's native language, using Google Translate, giving lessons early, and getting an aid. The document also stresses the importance of meeting parents in person to better understand the child's support system and communicate effectively with families.

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    Andee Farrand

    Standard 4c Reflection

    When teaching children that speak other languages than English it is important to

    consider that in the child’s home their parents most likely only speak a language other

    than English. Many children will only speak English while in the school and classroom,

    when they are around their family they will speak a forgein language. Some children

    come from families where the parents are learning English from their child. This can be

    difficult for the child that is trying to understand the English language and then return

    home and try to repeat everything they learned throughout the day to their parents. Also

    when children have extended breaks from school like summer break when the child

    returns to school they may have forgotten some of the English language because they

    have not been using it while they were at home with their family.

    I would not have the same approach to teaching a child that speaks a forgein

    language compared to a child that speaks English. Children that come from a forgein

    language speaking home are going to require more time and more repetition of some

    words compared to a child that already speaks English. These children may also come

    across as shy and not want to engage with the other children in the class because they

    will have trouble communicating with one another. As a teacher I would provide this
    child with all of the resources I could to make their transition into speaking English go

    smoothly.

    Strategies I would use with a child that’s first language is not English is to try and

    translate the materials before giving them to the child. For example I would have flash

    cards with a picture and the word under the picture in English and Spanish so the child

    could make the connection in their mind. I would also utilize Google Translate to help

    the child communicate with me. This would make it easier to understand what the child

    is trying to communicate to me. I would also give the child our weekly lessons a week

    before we do them as a class so the child has time to understand and translate the

    material to make the connection stronger in the classroom. Also if the child needed

    extra support I would look into getting the child an aid that can help them throughout the

    school day.

    I would meet the child’s parents/guardians in person to get a better

    understanding of what kind of support the child has outside of the classroom. By

    connecting with the child’s parents face to face this will strengthen our relationship and

    better the environment for the child’s education. I would also ask the parents if they

    would feel more comfortable if I sent the monthly newsletters and information to their

    house translated in their first language so they are able to read and be aware of what

    their child is doing inside the classroom and are aware of all the important date or other

    information they should know about. Meeting the child’s parents/guardians will also
    better help me connect with what resources the child and family may be in need of to

    help the child’s education be successful.

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