1. Besides the teacher assisting the families what are other means that exist out there to help families? when the language spoken at the home is not ENGLISH
2. what techniques can teachers use to help students activate prior knowledge and support appropriate transfer of language literacy skills? when the language spoken at the home is not ENGLIS
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1. Other means that exist to help families when the language spoken at home is not English include:
a) Bilingual education programs: These programs provide instruction in both the students' native language and English, helping them develop proficiency in both languages.
b) ESL (English as a Second Language) programs: These programs provide targeted instruction in English language skills to non-native speakers, helping them improve their English proficiency.
c) Community organizations and centers: Many communities have organizations or centers that offer support services, classes, and resources for families, including language assistance.
d) Language exchange programs: These programs connect native English speakers with non-native English speakers, creating opportunities for language practice and cultural exchange.
e) Online resources: There are various websites and mobile apps available that offer language learning resources and tools for non-native English speakers.
f) Tutoring or mentoring programs: Schools or community organizations may offer tutoring or mentoring programs specifically designed to support non-native English speakers in their language development.
2. Techniques that teachers can use to help students activate prior knowledge and support appropriate transfer of language literacy skills when the language spoken at home is not English include:
a) Graphic organizers: Using visual aids such as graphic organizers can help students organize their thoughts and activate their prior knowledge.
b) Building on cultural experiences: Teachers can incorporate elements of students' cultures and experiences into lessons to make connections and build on prior knowledge.
c) Group discussions: Encouraging students to discuss their experiences and share their perspectives allows them to activate their prior knowledge and develop language skills.
d) Real-world connections: Relating language literacy skills to real-life situations, such as using English for daily activities or hobbies, can help students see the purpose and relevance of the skills.
e) Scaffolding: Teachers can provide support and gradually remove it as students gain proficiency in English, allowing for the appropriate transfer of language literacy skills.
f) Multimodal approaches: Using a variety of mediums, such as visuals, videos, and audio recordings, can help engage students and activate their prior knowledge in different ways.
g) Peer collaboration: Encouraging students to work together and engage in peer-to-peer discussions can support the transfer of language literacy skills and activate prior knowledge through shared experiences.
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