EAS Glossary of Terms 80 Questions and Answers New Year Update 2024 Solved 100%

Culturally Relevant Classroom Environment - ️️Classroom environments that provide excellent teaching for students of diverse backgrounds so as to achieve academic success, develop/maintain cultural competence, and develop a critical consciousness. Universal Design - ️️School/classroom/technology arrangements that consider the needs of all student users in the design of (technology related) learning programs, e.g., devising ways to help all students access information from the web regardless of physical limitations, like blindness. patterns of first- and second- language acquisition - ️️Language learners typically acquire a new language in similar stages of development. How we learn our first language differs from learning additional languages but there are similarities in developing skills in speaking, listening, reading, and writing. cognitive learning styles - ️️Cognitive learning styles are the information processing habits of an individual and include one's typical mode of thinking, perceiving, remembering, or problem solving. Cognitive style is usually described as a personality dimension which influences attitudes, values, and social interaction. Numerous strategies exist to assist improving the learning environment and interaction in the classroom for students with diverse cognitive learning styles. cultural background - ️️The cultural background of each individual also influences how one thinks, learns, and behaves. This has a specific impact on children's attitudes and expectations around school. As most ELLs come from unique, therefore, it is imperative that teachers build their own awareness and knowledge of their students' background to integrate, support, and value within their education. This means that teachers use students' own backgrounds and knowledge to build bridges to content understandings. exceptionalities - ️️As with all children, there are exceptional cases where certain ELLs may not develop language abilities in the same way as most children. Some ELLs may have specific language learning delays or disabilities. It is important to be able to distinguish language disabilities from normal second language development.