麦考瑞代写essay:非英语专业学生

2017-08-22 22:44

确定一个非英语专业学生与学术学习的斗争是由于语言习得或学习障碍可能毫无疑问是一个具有挑战性的任务，需要的经验，对世界的知识，文化意识和专业知识。英语最考核主要以英语进行，所以结果可能被错误理解。此外，限制学生只使用一种语言会妨碍更准确地描述语言技能和能力。教育工作者似乎倾向于选择残疾，而不是找出自己的偏见、缺乏知识或程序错误。也有关于双语的许多误解，影响了ELLs的决定。因此，教育工作者了解第二语言习得的过程，并认识到与学习困难学生相关的可能特征是至关重要的。他们也应该问问自己，一个国家的文化是否可能是对具体困难的可能解释。事实上，有可能是学生表现出一个特定的行为的多种可能的原因。真的需要大量的知识，理解，谦卑和敏感性停止警惕这种倾向的内在的解释，并延伸为一个人的思维，更好地服务于英语语言的学习者。我真的喜欢hamayan等人。（2013）文本，因为它提供了探索问题的具体例子，潜在的挑战，细胞可证明以及可能的解释从不同的角度对典型的语言和学术经历的英语学习困难。这篇文章令人大开眼界，它为诊断过程的深度和广泛性奠定了基础。我敢肯定，我会接触到这篇文章，甚至会买一本书，以帮助我成为一个更反思，更好的医生。我会变得更有知识，更成功的我的学生会。
麦考瑞代写essay:非英语专业学生
Determining if an ELL student's struggles with academic learning are due to language acquisition or a learning disability may be without doubt a challenging task requiring the experience, knowledge about the world, cultural awareness, and professional expertise. Most assessments of ELLs are done mainly in English, therefore the results may be interpreted incorrectly. Moreover, limiting a student to using only one language will hinder a more accurate picture of ELL skills and abilities. Educators seem to have a tendency to rather choose a disability than identify their own bias, lack of knowledge, or procedural errors. There are also many misconceptions about bilingualism, which affect the decisions made about the ELLs. Therefore, it is critical that educators understand the process of the second language acquisition, as well as are able to recognize possible characteristics associated with students with learning disabilities. They should also ask themselves if an ELL's culture may be the possible explanation for the specific difficulties. In fact, there may be multiple possible reasons for students to exhibit a specific behavior. It truly takes a great amount of knowledge, understanding, humility and sensitivity to cease to guard against this tendency for intrinsic explanations, and stretch one's thinking in order to better serve English language learners.I truly like Hamayan et al. (2013) text because it provides concrete examples of probing questions, potential challenges that ELLs may demonstrate as well as possible explanations from different perspectives for typical language and academic difficulties experienced by ELLs. The article is an eye-opener, and it lays the foundations to how deep and extensive the process of diagnosing should be. I am certain, I will reach for this text, or even will buy a book in order to help me become a more reflective, better practitioner. The more knowledgeable I will become, the more successful my students will be.