Passper For PDF 220.127.116.11 Multilingual 💓
Passper For PDF 18.104.22.168 Multilingual
the report contains 10 recommendations based on the findings of the international expert panel on multilingual children’s speech. it is designed for school-based speech-language pathologists, speech-language pathologists who work in health care settings, speech-language pathologists in university programs, educators, and policy makers. the report also recommends that early childhood speech-language pathologists should be trained in providing services to children and families who speak multiple languages. it recommends that speech-language pathologists must develop and apply expertise that enables them to provide services for children and families who speak multiple languages. (international expert panel on multilingual children’s speech, 2012, p.3)
the report recommends that a multilingual assessment be included in the initial evaluation of children who are referred to speech-language pathologists. the report recommends that early childhood speech-language pathologists work with families who speak multiple languages to teach children to use their home language, such as chinese or sinhalese. it also suggests that speech-language pathologists work with teachers in the school setting to identify children who are at-risk for developing a speech-language disorder. the report recommends that early childhood speech-language pathologists should provide services to children who are multilingual. this includes the provision of services in the home and community, with parents, teachers, and other professionals in the social network of the child. the report recommends that speech-language pathologists provide assistance to these children and their families to help them overcome barriers to access of services.
the report recommends that speech-language pathologists provide services to children who are multilingual, and it includes recommendations for early childhood speech-language pathologists who work in schools and settings that serve children who are multilingual.
this resource is designed to help teachers and administrators understand the nature and scope of english language development for multilingual learners in a multicultural environment. it provides background information on the status and current trends of english language education for multilingual learners in the united states, the purpose and content of the wida framework for equitable instruction (fei), a description of the wida english language development standards (elds) framework for monolingual learners, a glossary of terms, and data on students who enroll in school with limited english proficiency (lep). the paper provides the pedagogical rationale for the fei, a brief description of its four key principles, a description of its different components (cross-disciplinary teacher actions that promote equitable learning and language practices, discipline-specific teacher actions, student actions, language functions, and language trajectories), and a discussion of its use for strengthening language-based instructional practices. it also includes discipline-specific illustrations of the fei’s components and a glossary of terms.
the purpose of the wida framework for equitable instruction (fei) is to promote the equitable engagement in disciplinary learning and language development of multilingual learners in an inclusive classroom. the wida framework for equitable instruction is an instruction-focused resource designed to enhance the understanding of how language development is influenced by cultural factors. for instance, it emphasizes the impact of a person’s racial and ethnic identity, gender identity, and gender expression on language development. it does so by presenting how the framework can be used to support the equitable provision of instruction and services to students in a multicultural environment. the wida framework for equitable instruction provides educators, administrators, and policymakers with a common language for describing the complex dimensions of language development in an inclusive classroom.