SUBSCRIBE

The Case for Comprehensible Input

Teacher reading out to students for comprehension in the libraryStephen Krashen provides the evidence to support his hypothesis of second-language acquisition

The work of the last 40 years is the result of a war between two very different views about how we acquire language and develop literacy.

The comprehension hypothesis says that we acquire language when we understand what we hear or read. Our mastery of the individual components of language (“skills“) is the result of getting comprehensible input.

Its rival, the skill-building hypothesis, says that the causality goes in the other direction: we learn language by first learning grammar rules and memorizing vocabulary, we make these rules and new words “automatic” by producing them in speech or writing, and we fine tune our (conscious) knowledge of grammar and vocabulary by having our errors corrected.

In this paper, I briefly present some of the data that support the comprehension hypothesis as well as research that demonstrates the limits of skill building in the area of second-language acquisition.

Evidence for the Comprehension Hypothesis

Comparison of Comprehension-Based Methods and Traditional Methods
When comprehensible-input-based methods are compared to methods that demand the conscious learning of grammar, comprehensible-input methods have never lost.
Krashen (2014a) includes studies of beginning and intermediate language teaching, the latter including content-based (sheltered) instruction and classes that include time set aside for self-selected reading.

Several reviews have confirmed the effectiveness of sheltered subject-matter teaching (Krashen, 1991; Dupuy, 2000) as well as in-class self-selected reading on tests of vocabulary development and reading comprehension (Jeon and Day, 2014; Nakanishi, 2014). Mason (benikomason.net) includes a number of studies showing that CI-based methods, such as hearing interesting stories (story listening) and pleasure reading, are more efficient than “study”—that is, more language is acquired per unit time.

Correlational and Multivariate Studies

Correlational studies are valuable but interpretation is not always clear: if A is correlated with B, we do not know if A caused B, B caused A, or some other predictor caused both of them. Multivariate studies help deal with the third situation: with multiple regression, a researcher can determine the impact of one variable while holding the effect of other variables constant. It allows us to assume that the predictors are not correlated with each other.

A number of multiple regression studies show that pleasure reading in the L2 is a more consistent predictor of L2 proficiency than skill building.

This was the case for the acquisition of the subjunctive among adult acquirers of Spanish (Stokes, Krashen, and Kartchner, 1998) and for students of English as a foreign language for grades in composition classes (Lee and Krashen, 2002) and writing (Lee, 2005). The amount of pleasure reading done in English was a better predictor of performance on standardized tests of English than predictors related to skill building (Gradman and Hanania, 1991) or was just as strong (Constantino, Lee, Cho, and Krashen, 1997).

Case Histories

Case histories are a valid source of research data if we examine a large number of them, see what is common to cases of success and failure, and determine whether the commonalities are consistent with current hypotheses about language acquisition.
I examined a number of case histories (Krashen, 2014b), including a famous polyglot (Kató Lomb), a superstudent of grammar whose failure to progress in German changed the course of language education (François Gouin), a famous archeologist (Heinrich Schliemann), a former president of Singapore (Lee Kuan Yew) and his efforts to acquire Mandarin, and Armando, an immigrant to the U.S. from Mexico, who acquired an impressive amount of Hebrew in addition to English from working in a restaurant owned by Israelis. I concluded that comprehensible input was the common factor in all of the successful cases.

In a series of case histories, Beniko Mason documented the progress of adult acquirers of EFL who did self-selected reading in English for different durations, from a few months to three years. Krashen and Mason (2015) concluded that Mason’s subjects gained an average of a little more than a half-point on the TOEIC test for each hour of reading they did.

In another series of case histories, Kyung-Sook Cho documented progress made as a result of reading novels from the Sweet Valley High series by adult ESL acquirers living in the U.S. (e.g., Cho and Krashen, 1994).

Rival Hypotheses

The major rival to the comprehension hypothesis is the skill-building hypothesis, which depends on conscious learning, output practice, and correction.

In Krashen (1981), I hypothesized that the conscious learning and application of rules of grammar is subject to strict conditions: the learner has to know the rule, a daunting challenge in light of the complexity and number of grammatical rules, has to be thinking about correctness, and has to have time to retrieve and apply the rules. In studies claiming a positive effect for grammar study where these conditions are met, the results reported have been very modest and fragile (Krashen, 2003).

Output Hypotheses

There are several versions of the hypothesis that we acquire language by producing it. All suffer from the finding that both spoken and written output are too infrequent for output to be a major source of language development (Krashen, 1994).

Comprehensible output—that is, output adjustments that are in response to the conversational partner’s lack of comprehension—is also not frequent enough to make a substantial contribution to competence (Krashen, 2005). In addition, there is as yet no evidence that adding output to effective self-selected reading programs in the form of writing results in greater language acquisition (Mason, 2004; Smith, 2006).

Correction

The conditions for the efficacy of error correction appear to be similar if not identical to the conditions for the learning and use of conscious grammar. Truscott has documented the limited impact of correction in a series of analyses (e.g., Truscott, 1999, 2007).

Other Areas

A clear indication that a hypothesis is of value is when it successfully explains phenomena in areas it was not originally intended to cover. The comprehension hypothesis has been useful in areas outside of second-language acquisition, such as bilingual education (McField and McField, 2014), first-language literacy development (e.g., Krashen, 2004), and animal language (Krashen, 2013).

This article is based on a presentation delievered at IFLT (International Foreign Language Teaching Conference), Denver, July 2017.

Many of the self-citations included here, as well as others, are available for free download at www.sdkrashen.com.

References

Cho, K. S., and Krashen, S. (1994). “Acquisition of Vocabulary from the Sweet Valley Kids Series: Adult ESL acquisition.” Journal of Reading, 37, 662–667.

Constantino, R., Lee, S. Y., Cho, K. S., and Krashen, S. (1997). “Free Voluntary Reading as a Predictor of TOEFL Scores.” Applied Language Learning, 8, 111–118.

Academic Language Matters

Girl writing a greetings cardScott B. Freiberger faces the challenge of helping English learners get the right register

As a TESOL professional with 17+ years of language and literacy teaching, curriculum development, and school leadership experience, I sometimes encounter colleagues who comment, “I don’t get it. He’s so talkative with classmates and seems fluent in English. Why is he bombing my tests?”

The literature indicates that although a student may be versed in the art of colloquial communication, the same student may not be familiar with the vernacular distinct to classroom instruction, higher-level language that must be readily deciphered and utilized for academic success (Breiseth, 2014; Hill and Miller, 2013).

Academic Language Defined

Academic language is defined as “the language of school [as] it is used in textbooks, essays, assignments, class presentations, and assessments. Academic language is used at all grade levels, although its frequency increases as students get older” (Breiseth, 2014). Academic language has also been “characterized by longer, more complex sentences that contain vocabulary less frequently heard than the vocabulary in everyday spoken English” (Hill and Miller, 2013).

According to an apposite article in TESOL Quarterly, “Vocabulary knowledge is the single best predictor of second-language learners’ academic achievement across subject matter domains” (Saville-Troike, 1984). Based on what we have learned in the three decades since Saville-Troike conducted her relevant research, along with infusing rich vocabulary into the curriculum, we can now also include appropriate exposure to the grammar, syntax, and general thinking and speech patterns of a particular field to help foster academic language development and ensure classroom success.

BICS and CALP

Perhaps the most authoritative material on the subject was penned by noted scholar Dr. Jim Cummins, a researcher affiliated with the University of Toronto. In his seminal article entitled “The Cross-Lingual Dimensions of Language Proficiency: Implications for Bilingual Education and the Optimal Age Issue,” Dr. Cummins distinguishes between basic interpersonal communication skills (BICS), or social English, and cognitive academic language proficiency (CALP), or academic English. In the same article, he clarifies that “Cognitive/academic proficiencies in both L1 and L2 are manifestations of the same underlying dimension” (Cummins, 1980), meaning students who are quick to academic language improvement in their native tongue (L1) may demonstrate similar development patterns regarding cognitive/academic proficiency in the second or target language (L2).

Dr. Cummins mentions two variables that may invariably affect CALP proficiency, namely repeated instructional exposure coupled with student motivation (Cummins, 1980). Two decades later, Dr. Cummins further elaborated on academic language, considering it “the extent to which an individual has access to and command of the oral and written academic registers of schooling” (Cummins, 2000, p. 67).

BICS, also called social English or conversational language, is “the informal, chatty way of talking that students use with family and friends” (Hill and Miller, 2013). What confounds educators is when their students demonstrate mastery of BICS but fail to attain proficiency in CALP, or academic language.

This is because, according to Dr. Cummins and “corroborated in many research studies carried out during the past 30 years,” it takes most English language learners (ELLs) five to seven years “to approach grade norms in academic aspects of English (e.g., vocabulary knowledge)” (Cummins, 2008).

This is not to say that ELLs cannot progress faster than the literature indicates; however, it does provide a common-sense rationale as to why many ELLs may not be on grade-level norms with their native-English-speaking peers after only a few years. Thus, if ELLs are struggling with academic language, they may also be, ipso facto, struggling in their core content classes. As we now understand the concept, CALP is primarily utilized at school and includes professional dialogue, complex conversations, and academic text specked with key vocabulary terms.

What ELLs Need to Succeed

In every academic discipline, such as science, math, and social studies, classroom language may differ according to subject. Many educators strive to motivate their students to think like mathematicians or scientists and use metacognitive strategies for students to conceive of the thought process utilized in those fields; however, in order for students to succeed academically, they must also be introduced to and become familiar with the classroom language specific to those subjects. Educators must delve deeper than presenting an intermittent smattering of vocabulary cards; according to one recent publication, “Students should be led to recognize that [relevant academic] speech involves longer, more complex sentences and uses higher-level vocabulary than is common in everyday speech” (Hill and Miller, 2013).

Instructional Strategies

As the classroom facilitator, be prepared to enable your students to not only think but also sound like scholars. During an initial lesson, for instance, consider instructing students to listen carefully to the difference between colloquial, American-slang-infused speech, such as, “I’m hanging (or hanging out) with my friends from work,” compared with the more erudite, “I’m socializing with some colleagues.”

“Students may better fathom the specific academic language used in a subject if you show them what that language looks and sounds like.”

A simple graphic organizer may help.

Consider trying this: Use a two-column graphic organizer with the heading “Classroom Language.” In the first column, entitled “Social English,” include the terms, “I like,” “I think,” “I pick,” “But,” and “I help.” Label the opposite column “Academic English,” under which you can write, “I prefer,” “I conclude,” “I select,” “Upon further reflection,” and “I assist” (NYC DOE, 2016). The goal is for educators to entice students to use more words from the “Academic English” column than the “Social English” column.

Create a game in which students brainstorm in small groups to come up with academic English terms for everyday actions. The group with the most academic English terms wins.

Students may better fathom the specific academic language used in a subject if you show them what that language looks and sounds like. For instance, under the subject heading “Language Arts,” in the “Social English” column write, “I like this book,” while on the opposite column entitled “Academic English” write, “This story is more enticing than the first one we read together” (Breiseth, 2014). Under “Science,” the “Social English” column could read, “It worked,” while the “Academic English” column could say, “The experiment was a tremendous success” (Breiseth, 2014).

“Social Studies” could read, “They were brave” under “Social English” and “The valiant soldiers received the medals due to their unyielding courage” to illustrate “Academic English” (Breiseth, 2014). Show students the stark contrast in language employed in business communications compared with everyday personal usage. Get them thinking about academic language with professional reviews of their favorite books compared with an enthused fan’s positive review on social media or the author’s terse description on the book jacket (Breiseth, 2014).

Social English utilized on social media is another vernacular in and of itself, combining slang, acronyms, and sometimes arcane abbreviations that even college professors may have difficulty deciphering. To further enhance a lesson and engage students, consider including social media text dialogue on one side (“LOL”) with its academic equivalent, “That utterance was quite amusing,” or pair “LMAO” with “That witty comment, simultaneously chock-full of irony and pleasantly provocative, was uproariously humorous.” Or you may simply pen, “That was quite humorous.”

Academic words could also be selected according to tier level, meaning general, cross-disciplinary words that could apply across subjects (Tier Two) compared with disciplinary words specific to a field or subject (Tier Three). According to Beck, McKeown, and Kucan (2002), Tier One words “tend to be limited to specific domains (e.g., enzyme) or [are] so rare that an avid reader would likely not encounter them in a lifetime (e.g., abecedarian). Tier Two comprises wide-ranging words of high utility for literate language users” (p. 20).

While ELLs may be able to decipher Tier Two words via context clues, Tier Three words generally cannot be understood sans frontloading because there is little or no context in which to decipher meaning (Gubernatis, 2016). While it is a known best practice to frontload key vocabulary, Tier Three words should always be frontloaded, especially for ELLs (Gubernatis, 2016).

In addition to American idioms and singular American slang, ELLs also face particular challenges when they encounter words that are polysemous, unfamiliar, or normalized (Fisher, Frey, and Lapp, 2012). Consider making a graphic organizer with three columns. Title the first column “Polysemous,” the second “Unfamiliar,” and the third “Normalized.”

Then, work through a passage with students to help bring out their academic language. Show words that are polysemous (have more than one meaning), unfamiliar, or arcane verbiage, and normalized speech, such as verbs or adjectives that may become nouns, such as talk, run, or stand (NYC DOE, 2016). Be sure to use academic vocabulary repeatedly in context. “Word learning must be active [and replete with repetition], not a passive dictionary definition learning” (Stahl and Jacobson, 1986).

Wrapping It Up

Educators today must have a keen understanding of academic language and its distinct features (NYC DOE, 2016). School leaders should therefore take careful steps to ensure that educators develop an acute awareness of how standards-based instruction and tiered questioning techniques enhance academic language for their ELLs. Educators, in turn, should fathom how to carefully select academic vocabulary words to teach across subject domains. Not only does a solid foundation in academic language increase English-language communication and academic comprehension, but it also helps students to improve vocabulary knowledge, communicative competence, and verbal expression. This, in turn, should translate to multiple data sources that measure stronger academic growth levels across grades, more self-assured educators and assenting, amicable administrators, and sensational students coupled with motivated key constituents who take pride in all student accomplishments.

Continue to clarify meaning and provide authentic additional visual and verbal supports. Enabling access to academic language, the language associated with power and prestige, can help ensure that all students succeed not only in the classroom but also in college and career readiness.

References

Beck, I., McKeown, M. and Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York: Gilford Press.
Breiseth, L. (2014). “Academic Language and ELLs: What teachers need to know.” ColorinColorado.org. Retrieved from http://www.colorincolorado.org/article/academic-language-and-ells-what-teachers-need-know#h-introduction.
Cummins, J. (1980). “The Cross-Lingual Dimensions of Language Proficiency: Implications for bilingual education and the optimal age issue.” TESOL Quarterly, 14(2), 175–187.
Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon, England: Multilingual Matters.
Cummins, J. (2008). “BICS and CALP: Empirical and theoretical status of the distinction.” In B. Street and N. H. Hornberger (eds.), Encyclopedia of Language and Education, 2nd edition, Volume 2: Literacy, 71–83. New York: Springer Science.
Fisher, D., Frey, N., and Lapp, D. (2012). Teaching Students to Read Like Detectives: Comprehending, Analyzing, and Discussing Text. Bloomington, IN: Solution Tree.
Gubernatis, B. (2016). Deconstructing the Nystce: A Teacher’s Guide to Passing the EAS and the CST. New York: Brooklyn Education Center.
Hill, J. D., and Miller, K. B. (2013). Classroom Instruction that Works with English Language Learners. Retrieved from http://www.ascd.org/publications/books/114004/chapters/Academic-Language.aspx.
New York City Department of Education (2016). “D25 ELL Principal Cohort.” Prepared by Queens North Field Support Center and presented on December 22, 2016.
Saville-Troike, M. (1984). “What Really Matters in Second Language Learning for Academic Achievement?” TESOL Quarterly, 18(2), 199–219.
Stahl, S. A. and Jacobson, M. G. (1986). “Vocabulary Difficulty, Prior Knowledge, and Text Comprehension.” Journal of Reading Behavior, 18, 309–323.

 

Scott Freiberger is honored to be the New York State TESOL Outstanding Teacher Award 2015 recipient. He admires his industrious colleagues and esteemed administrators at P. S. 20Q John Bowne Elementary School of Global Studies in New York City and enjoys presenting professional development workshops at conferences.

Metacognition-English Word of the Day

pink man thinking, showing metacognition

” Metacognition ” is often simply defined as “thinking about thinking.”

According to Merriam-Webster, Metacognition is ” awareness or analysis of one’s own learning or thinking processes.

For example: research on metacognition … has demonstrated the value of monitoring one’s own cognitive processes — Colette A. Daiute

According to Nancy Chick, CFT Assistant Director At Vanderbilt University, “”Metacognitive practices increase students’ abilities to transfer or adapt their learning to new contexts and tasks (Bransford, Brown, & Cocking, p. 12; Palincsar & Brown, 1984; Scardamalia et al., 1984; Schoenfeld, 1983, 1985, 1991).  They do this by gaining a level of awareness above the subject matter: they also think about the tasks and contexts of different learning situations and themselves as learners in these different contexts.  When Pintrich (2002) asserts that “Students who know about the different kinds of strategies for learning, thinking, and problem solving will be more likely to use them” (p. 222), notice the students must “know about” these strategies, not just practice them.  As Zohar and David (2009) explain, there must be a “conscious meta-strategic level of H[igher] O[rder] T[hinking]” (p. 179).”

According to Anat Zohar and Adi Ben David, co-authors of Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component, “The concept of metacognition refers to one’s knowledge and control of one’s own cognitive system. However, despite being widely used, this concept is confusing because of several reasons. First, sometimes it is not at all clear what is cognitive and what is metacognitive. Second, researchers often use the same term, namely, “metacognition” even when they refer to very different aspects of this complex concept. Alternatively, researchers may use different terms to indicate the same metacognitive elements. Another foggy matter is the interrelationships among the various components of metacognition discussed in the literature. This conceptual confusion regarding the concept of metacognition and its sub-components calls for in-depth theoretical and conceptual clarifications. The goal of this article is to portray a detailed example of a conceptual analysis of meta-strategic knowledge (MSK) which is one specific component of metacognition. This specific example is used to draw a general model for conceptual analyses of additional metacognitive components. The approach suggested here is to begin with a clear definition of the target sub component of metacognition, followed by a systematic examination of this sub component according to several dimensions that are relevant to metacognition in general and to that sub component in particular. The examination should include an analysis of how the details of the definition of the target sub-component refer to: (a) general theoretical metacognitive issues raised by prominent scholars; (b) definitions formulated and issues raised by other researchers who have investigated the same (or a similar) sub-component and, (c) empirical findings pertaining to that sub-component. Finally, it should be noted that since metacognition is a relational rather than a definite concept it is important to situate the context within which the conceptual analysis takes place.”

 

Space Polygot

View on the night Earth with city lights. Australia and Oceania region. Elements of this image furnished by NASA. 3d illustrationSpace Polyglot is a new game for mobile devices which uses space travel as a backdrop and builds on the suggestopedia methodology to help people remember vocabulary while having fun.

“We came up with the idea for Space Polyglot when we discovered suggestopedia—a learning method developed by renowned Bulgarian scientist and professor Dr. Georgi Lozanov that helped people memorize languages effortlessly using unintentional learning,” said Nikolay Shindarov, co-creator of Space Polyglot and CEO of WitNut. “Using this learning method, people were able to memorize up to 1,000 French words and phrases in a few hours. The results were astonishing.”

Space Polyglot uses special psychological strategies in a video game environment to help people memorize foreign words and phrases. Players begin their journey on Earth and, upon completing each level of play, eventually end up traveling to Pluto. Users choose their native language and the language they want to learn and select either the “learn” or “challenge” mode.

Target languages available on the Space Polyglot demo version, which just covers planet Earth during the Kickstarter Campaign, include Spanish, German, French, Russian, Bulgarian, and English—with campaign backers given the opportunity to choose the languages to be added on the final game release.

“While there are many educational apps out there, Space Polyglot is different,” Shindarov said. “Users fly to different planets while avoiding meteorite crashes, listening to Mozart, and hitting words with their spaceship—all the while without making any effort to memorize anything. By the end of their journey to Pluto, they’ll find they already know up to 1,000 foreign words and phrases.”

Visitors to the Space Polyglot Kickstarter page can download free demos of the game for Android and iPhone.

 

Global English Language Teacher Award

abstract silver trophies with blue bokeh lighting. copy space ready for your trophy award design.Pearson ELT has launched a new award to celebrate inspirational teachers. The global award will showcase teachers who have implemented innovative ways of teaching in their classrooms leading to improved learning outcomes, from the big innovations to the everyday.

Teachers everywhere are adopting new digital tools, implementing new ideas, and coming up with innovative solutions that improve outcomes for their learners. With a growing recognition of the importance of English language skills, the award recognizes the crucial role that teachers from all walks of English teaching play.

Entries will be judged by a panel of experts from within the ELT community, who will be looking for examples of best practice and innovative approaches to improving learner outcomes. Five inspiring teachers will each win an all-expenses-paid trip to the forthcoming IATEFL or TESOL conferences, where they will enjoy the opportunity to hear the latest theories and exchange ideas with fellow professionals from all sectors of ELT.

In addition, a People’s Choice winner will be selected by a public vote from the entries submitted. The winner will receive 20 Kindles for their class, preloaded with a selection of Pearson English Readers.

Giles Grant, senior vice president of ELT at Pearson, said, “Behind every successful learner, there’s a teacher providing fuel and encouragement along the way. This new award will celebrate teachers from all walks of English teaching, particularly those implementing new ideas, adapting tools, or creating their own solutions to improve the learner experience.“

Teachers can self-submit entries or nominate colleagues for the award from now until Jan. 1, 2017, at https://www.pearsonelt.com/teacheraward#search. The winners will be announced on Jan. 25, 2017.

Multilingual Comics

Teachers looking for exciting authentic materials will be pleased to hear that Marvel Comics is teaming up with Italian publisher Panini Comics to translate some of its most popular stories into French, German, and Italian digital collections. Titles included in the translations are Deadpool, Civil War, Avengers, and Ms. Marvel. New titles will be released each month.

“The arrival of the Marvel titles in a digital format has been a long time coming … It’s probably one of the most anticipated e-book launches ever in our markets. We are proud to have made this happen and to be able to bring the Marvel experience in French, German, and Italian to brand-new platforms,” says Panini publishing director Marco Lupoi.

“Marvel has become a global brand with fans all around the world,” says Marvel SVP of sales and marketing David Gabriel. “The partnership with Panini will allow us to introduce Marvel’s rich history of action-packed stories to new audiences who are curious about the continuing adventures of the Avengers, Spider-Man, Black Panther, and the rest of the vast Marvel Universe.”

The first round of translated titles is now available digitally through comiXology, Amazon Kindle, Google Play, Apple iBooks, and Kobo.

Free Mobile App for Adult English Learners

Internet networking concept and Cloud computing technology. Laptop with Smart city in background with different icon and elements.Internet of things/Smart cityLearning Upgrade has launched a mobile app that enables English Language Learners (ELLs) to access their musical lessons on their own using any device, including phones and tablets, and is designed to improve students’ time on task by no longer limiting them to sitting in front of a computer.

“Low-literate, low-income adults often do not have computer and internet access at home. However, about 75% of them do own smartphones,” said Vinod Lobo, co-founder and CEO of Learning Upgrade. “If effective learning can be delivered through smartphones, more ELLs can ‘self-serve’ by downloading the program onto their phones, signing in, and making progress. This way, millions of learners who are not served by schools or adult education can finally receive quality literacy instruction.”

The app is the result of the Barbara Bush Foundation Adult Literacy XPRIZE competition, designed to address the 36 million low-literate adults in America. The competition challenges teams to develop mobile applications that result in the greatest increase in literacy skills among participating adult learners in just twelve months. The solutions will help to overcome key barriers to literacy learning by improving access, increasing retention, and scaling to meet demand.

“As the needs of our nation evolve, so must our educational resources. We are ready and willing to collaborate with any school or organization interested in improving English language proficiency among ELLs,” said Lobo. “Thanks to technology, we are able to reach even more ELLs and promote English proficiency in the U.S.”

The app includes more than 300 sequenced lessons including topics on phonics, decoding, vocabulary, grammar, writing, and listening. The curriculum includes engaging songs, videos, games, and rewards that encourage all learners to achieve mastery. Each lesson provides practice problems accompanied by immediate intervention and remediation with multimedia supports. Students can repeat lessons until they master them, earning gold certificates when they become proficient in each of the standard’s benchmarks.

The app is available now as a free download from the Google Play Store, with Apple App Store access planned for release later this year.

https://play.google.com/store/apps/details?id=air.com.learningupgrade.learnup&hl=en

Answering the Call for Spanish Parity in K-5

ARC Resource CMYK imageAmerican Reading Company (ARC) offers a comprehensive core curriculum in English and Spanish that provides the materials equity and language parity districts are searching for.

ARC’s thematic inquiry curriculum maximizes learning time by incorporating content-area research into daily reading and writing instruction. Districts can design the scope and sequence by selecting the topics to use in each grade (more than 70 different science, social studies, and genre topics available in English and Spanish) and the set of language arts focus standards to teach with each topic.

Carefully sequenced lessons provide appropriate supports to help all students engage successfully with complex text, rich content, and an academic community. Rigorous writing instruction, paired with daily practice and deep content knowledge, prepares students for college-level writing in all three modes­­—narrative, informational, and argument.

Over the past 18 years, American Reading Company has compiled a comprehensive, state-of-the-art 115,000-title database, working with more than 250 school and trade publishers in both the English and Spanish markets. Using this database, expert librarians have built diverse and culturally sensitive classroom libraries and/or thematic text sets for more than 5,000 schools in 1,000 districts. The Spanish collections reflect the richness and diversity of the Spanish language and Spanish-speaking cultures.

Ongoing assessment continually matches the right instruction and the right books to each child. In the same classroom, advanced readers can read above-grade-level books, while struggling readers can find books that allow them to develop their reading skills.

Kids Discover Online Assessment Tool

Kids Discover Online, an interactive digital library of science and social studies content, has added custom assessment capabilities to its platform. With the new tool, educators have full control to mix and match science and social studies materials to create, distribute, and assess custom quizzes, tests, and homework assignments directly within the platform.Teachers can choose from 5,000 questions covering more than 1,200 science and social studies topics. Question types include discussion prompts, short answer, multiple choice, and true/false. Each question can be customized, and different types of questions can be grouped together to create a variety of assessments ranging from short multiple-choice quizzes to longer mixed-question assessments.

To help differentiate homework assignments from assessments, users can lock and unlock content to restrict what students can view while the assessment is in progress.

Teachers can save hours of time spent on grading by creating custom answer keys. The program will automatically grade all true/false and multiple-choice questions, and the Gradebook feature enables educators to view and analyze students’ history on all past assessments, including manually entered offline tests. Gradebook automatically monitors students’ progress throughout the year and provides an analysis of strengths and weaknesses.

Students will be able to take assessments on any device, including iPads, laptops, and  mobile phones. The assessment tool was designed with the goal of facilitating students’ exploration of big ideas through cross-curricular learning. Visit their site here.

Raytheon Deploys Translation Software, Aids U.S. Army

woman using mobile tablet payments online shopping and icon customer network connection on screen, pay all, m-banking and omni channelRaytheon BBN Technologies has been awarded $4 million to provide automatic speech recognition, machine translation, text-to-speech, and optical character-recognition software licenses for one year to the Army’s Machine Foreign Language Translation System Program Office. This is the first large-scale fielding of the system.

With the Machine Foreign Language Translation System, U.S. Army personnel can converse with Iraqi Arabic and Pashto speakers and understand foreign-language documents and digital media on three platforms:

  • an Android handheld,
  • a Windows laptop and server-based systems,
  • a major intelligence system used at the battalion level.

“Our military needs to converse with foreign-language speakers and understand the situation around them,” said Martha Lillie, Machine Foreign Language Translation System program manager at Raytheon BBN Technologies. “Giving them the tools to converse fluently, exchange information, and understand printed material helps them accomplish their missions.”

The U.S. Army began the MFLTS program in 2011 to provide language-translation capabilities at the point of need across all Army echelons in all environments.

Raytheon BBN Technologies is a wholly owned subsidiary of Raytheon Company.

About Raytheon 

Raytheon Company (NYSE: RTN), with 2016 sales of $24 billion and 63,000 employees, is a technology and innovation leader specializing in defense, civil government, and cybersecurity solutions. With a history of innovation spanning 95 years, Raytheon provides state-of-the-art electronics, mission systems integration, C5I™ products and services, sensing, effects, and mission support for customers in more than 80 countries.

http://www.raytheon.com

1...236237238...340Page 237 of 340

Subscribe for exclusive content

Language Magazine is a monthly print and online publication that provides cutting-edge information for language learners, educators, and professionals around the world.

Subscribe

LanguageMagazine 2023