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ESL Instructional Needs: A Practical Approach
•Evelyn Lugo Morales, Ed D TESL
• Universidad del Este, Carolina Campus
• 2012 Puerto Rico TESOL President
• June 28, 2012
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Pre Discussion
"Acquisition requires meaningful interactions in the target language in
which speakers are concerned not with the form of their utterances
but with the messages they are conveying and understanding."
a) Noam Chomsky
b) Stephen Krashen
c) Ana Uhl Chamot
d) Howard Gardner
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Pre Discussion
The learning strategy I use most often as an adult learner is... ____ Listen selectively
____ Read selectively
____ Take notes
____ Cooperate
____ Use what I know
____ Classify
____ Make predictions
____ Problem solving
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Contents
1. From Theory to Practice
– Characteristics of ELLs
– L 1 and L2 Usage
2. From Teaching to Learning
- CALLA
- Integrating Strategies
3. From Curriculum to Academic Outcomes
- Academic Outcomes
- Metacognitive Behaviors of ELLs
- Essential Questions
- Authentic Assessment
4. From here to the Global Village
– English as a Global Language
– Culturally Responsive Teaching
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From Theory to Practice
Characteristics of ELLs
L 1 and L2 Usage
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Characteristics of Young ELLs
As Chomsky (1969) demonstrated, children between 5 and 10years old are still acquiring the structures of their first language.
◦ Older learners have the foundation of a fully developed firstlanguage
when they begin acquiring a new language,
◦ Children are perfectly capable of acquiring two or more
languages
there is no evidence that this process produces any
negative consequences
◦ In many parts of the world it is the norm, rather than the exception,
for children to grow up bilingual or multilingual (De Houwer, 1999)
young children do not have a fully developed native language
on which to base the learning of a second.
http://www.cal.org/resources/digest/0301coltrane.htmlDr E. Lugo Morales7
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Children need to develop their nativelanguage(s) along with English
• Because
◦ their primary mode of communication with
their parents, extended families, and
community members is their native language.• So,
◦ they need meaningful interaction opportunities
in both languages, including verbal interaction
and engagement with printed materials suchas books and other media.
http://www.cal.org/resources/digest/0301coltrane.htmlDr E. Lugo Morales11
L i E li h Additi
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Learning English as an Additive
Process provides a nurturing, supportive environment for
children, which can lead to improved self-esteemand help foster positive relationships with parentsand communities
◦ children’s native language is a valuable asset to
be fostered.
◦ learning English will not result in the loss of the
native language
http://www.cal.org/resources/digest/0301coltrane.html
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From Teaching to Learning
CALLA
Integrating Strategies
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A d i N d f E li h
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Academic Needs of EnglishLanguage Learners
•Develop academic vocabulary
•Read to acquire new information
•Understand information presented
orally
•Participate in classroom discussions
•Write to communicate their
knowledge and ideas
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My students say….
Students in my class say that the best way to
improve English is by :
○ listening to the language from different contexts
○ reading from different sources
○talking about topics that they can relate to
○searching for answers to their concerns
○reacting to different learning situations from their own
perspective.○sharing with others their talents and interests
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Cognitive Academic LanguageLearning Approach
(CALLA)
“Shifting the focus from teaching to learning”
2/18/2012Dr E. Lugo Morales17
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The Cognitive Academic Language Learning Approach (CALLA) is aninstructional model for second and foreign language learners based oncognitive theory and research. CALLA
• integrates instruction in priority topics from the contentcurriculum
• develops the language skills needed for learning in school
• focuses on explicit instruction using learning strategies foracademic
tasks.
The goals of CALLA are for students to learn essential academiccontent and language and to become independent and self-regulatedlearners through their increasing command over a variety of strategiesfor learning in school.
CALLA can be used in ESL, EFL, bilingual, foreign language, and general educationclassrooms.
CALLA
The CALLA Model: Strategies for ELL Student Success p. 16 ©2005 Chamot & RobbinsDr E. Lugo Morales18
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• Developing abilities to worksuccessfully with others in asocial context
• Learning through hands-on,inquiry-based, and cooperativelearning tasks
• Increasing motivation foracademic learning and confidencein their ability to be successful inschool
• Evaluating their own learning andplanning how to become more
effective and independentlearners
• Valuing their own priorknowledge and culturalexperiences
• Learning the content knowledgeand the language skills
• Developing language awarenessand critical literacy
• Selecting and using appropriatelearning strategies and studyskills
CALLA's principal objectives are toassist students in:
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The Cognitive Academic Language Learning
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The Cognitive Academic Language LearningApproach
Cognitive-Social
Learning
Authentic Learning
Academic Language
Learning Strategies
Social context and
interaction
Linked to student’s
prior experiential
and cultural
knowledge
Language developmentthrough
content across allcurriculum areas
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Integrating Content, Language, andLearning Strategies
PREPARATION
PRESENTATION
PRACTICE
EVALUATION
EXPANSION
CALLA’S FIVE PHASES
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Preparation
• Provide overview andobjectives
• Elicit students’ prior
knowledge
• Develop vocabulary• Help students make
connections
• Remind students to use
the learning strategiesthey know
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Presentation • Address different learning
preferences
• Model reading and writingprocesses explicitly
• Explain learning strategies
• Discuss connections to
students’ prior knowledge
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Practice
• Use interactive activities
• Use authentic contentand language tasks
• Ask students to use
learning strategies
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Evaluation
• Student
metacognition
• Self-assessment• Teachers evaluate
students’
achievement
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Expansion
• Students apply what they
have learned to their own
lives
• Students extend theirunderstanding to other
content areas
• Students relate new
information to their own
experience
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From Curriculum to Academic Outcomes
Academic Outcomes
Metacognitive Behaviors of ELLs
Essential Questions
Authentic Assessment
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“If you don’t know whereyou are going, you’ll end up
somewhere else.”
Anonymous
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Academic Outcomes
The Blue Print Concept: “Lessons without maps are like builders without a plan. They
have a bunch of really cool tools but don’t know where to use them!” H.H. Jacobs
◦ Teaching:
without relating it to student’s schema.
memorizing and never teaching the why of the teaching purpose.
and testing facts but not evaluating its affects as a learning experience.
concepts on paper without using them through authentic language situations
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Content
• Content is the subject matter itself; key concepts,facts or events
• It’s what you teach
• Content is written in noun form
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Skills
• What skills does a student need in order to
demonstrate mastery of the content?
• Skills start with action verbs
• Can be assessed, measured, or observed
• Must support the “big idea”
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Dr E. Lugo Morales33
i l i
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Essential Questions
•Essential questions are questions that help
structure a unit or lesson
•Structure the unit around 2 to 5 essential
questions
•Use questions as the scope and sequence of
a unit
•Embrace the appropriate standards
Based on the research and presentations of Dr. Heidi Hayes Jacobs
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D l E i l Q i Th
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Develop Essential Questions That:
•Focus instruction and organize student
learning•Push students to higher levels of thinking.
•Help students make connections beyond
the content being studied.
Based on the research and presentations of Dr. Heidi Hayes Jacobs
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T hi th E ti l Q ti
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Teaching the Essential Question
Teach students the essential questions before you begin the unit
Essential Questions are like
“Mental Velcro” Students should focus on any & all information that “sticks” to the
essential question.
Always POST your Essential Questions
Based on the research and presentations of Dr. Heidi Hayes Jacobs
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Examples of NOT Getting the
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Examples of NOT Getting the“Big Picture”
(Incorrect Mapping)
Teaching the algebraic substitution method withoutrelating it to graphing.
Memorizing the periodic table and never teaching
why the order of elements exists.
Conjugating verbs on paper without ever using themin conversation.
Based on the research and presentations of Dr. Heidi Hayes Jacobs
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S l E ti l Q ti
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Sample Essential Questions
Athletics/Sports
How can I improve my eye/hand coordination?
What skills and techniques are used in basketball?
How can I be a successful team player?
How can I control my body during games?
Based on the research and presentations of Dr. Heidi Hayes Jacobs
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S l E ti l Q ti
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Sample Essential Questions
FABLESWhat is the meaning of Folktale?
What is the difference between folktales and fables?
How do we learn lessons in life through understanding fables?How do we learn lessons in life through fables?
What qualities of yourself would you like to share with others?
Based on the research and presentations of Dr. Heidi Hayes Jacobs
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Reasons for Lack of Comprehension
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Reasons for Lack of Comprehension
Five reasons for lack of readingcomprehension are listed below (the firstfour are from Twining, 1991).
•Failure to understand a word
•Failure to understand a sentence
•Failure to understand how sentences
relate to one another
•Failure to understand how theinformation fits together in ameaningful way (organization)
•Lack of interest or concentration
http://www.muskingum.edu/~cal/database/general/reading.html#BGMenu
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Metacognitive Behaviors of Good and Poor
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Readers
GOOD OR MATURE READERS POOR OR IMMATURE READERS
BEFORE
READING
Activate prior knowledge
Understand task and set purpose
Choose appropriate strategies
Start reading without preparation
Read without knowing why
Read without considering how to
approach the material
AFTER
READING
Reflect on what was read
Feel success is a result of effort
Summarize major ideas
Seek additional information from outside
sources
Stop reading and thinking
Feel success is a result of luck
Students with good versus poor reading skills demonstrate distinct cognitivebehaviors before, during, and after reading an assignment. The following chart from
Cook (1989) summarizes these behaviors.
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Metacognitive Behaviors of Good and Poor Readers
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GOOD OR MATURE READERS POOR OR IMMATURE READERS
DURING
READING
Focus attention
Anticipate and predict
Use fix-up strategies when lack of understanding
occurs
Use contextual analysis to understand new terms
Use text structure to assist comprehension
Organize and integrate new information
Self-monitor comprehension by ...
o knowing comprehension is occurring
o knowing what is being understood
• Are easily distracted
Read to get done
Do not know what to do when lack of
understanding occurs
Do not recognize important vocabulary
Do not see any organization
Add on, rather than integrate, new
information
Do not realize they do not understand
Students with good versus poor reading skills demonstrate distinct cognitivebehaviors before, during, and after reading an assignment. The following chartfrom Cook (1989) summarizes these behaviors.
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Tips To Help Improve Comprehension
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Essential Words
• Focus on key words in the text. Emphasize verbs and nouns only.Review and Summarize
• Identify the main idea of each paragraph. Develop your own summary of
the chapter and compare it to the summary presented in the book.
Make Reading More Active
• Stimulate the auditory sense by reading aloud or listening to taperecordings of the text .
• Take notes during or after reading difficult material .
Make Reading Interactive
• Work with another student. Read to each other, and take turns
summarizing sections or chapters of text.
• Relate the material to personal experiences.
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Tips To Help Improve Comprehension
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p p p p
• Review Questions
– Evaluate understanding of the material by answering thereview questions at the end of the chapter and
workbooks.
– Make up your own by converting the section headings
into questions.
• Words and Definitions – Look up the definitions of all unfamiliar words.
– Compile a written list of unfamiliar words and definitions.
– Record the words and definitions on audio tapes and
listen to them for review. pages
– Place a colored paper clip on the glossary for quickaccess.
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LINCS STRATEGY
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LINCS is a task-
specific strategy
student use to learn
vocabulary.
The strategy is useful
in improving reading
comprehension in
those cases whenvocabulary words are
used repeatedly in
the readings.
LIST the parts you need to know.
Identify a term you need to know.
Analyze the definition of the vocabulary word.
Identify the most important parts of the definition.
List the key parts of the definition you need to remember ona study card.
IMAGINE a picture.
Create a picture in your mind of the term's meaning.
Describe the image using real words.
NOTE a reminding "sound-alike" word.
Think of a familiar word that sounds like the new term orpart of the new term.
CONNECT the terms in a story.
Make up a short story about the meaning of the term thatuses the sound-alike word.
Create an image of the story in your mind.
SELF-test.
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Authentic Assessment
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Authentic Assessment
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Authentic Assessment
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Authentic Assessment A form of assessment in which students are asked
to perform real-world tasks that demonstrate
meaningful application of essential knowledge
and skills
Actively involves students in a process that joins
what is taught, how it is taught, and how it is
evaluated
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How is Authentic Assessment similar
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How is Authentic Assessment similar
to/different from Traditional Assessment?
TRADITIONALASSESSEMENT
Example- multiple choice
tests
Purpose- to determinewhether students haveobtained the knowledge and
skills necessary
Goal- for students to becomeproductive citizens
AUTHENTICASSESSMENT
Example- performing a task
Purpose- to determinewhether a student is capableof performing meaningfultasks in the real world
Goal- for students to becomeproductive citizens
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Authentic Assessment: English
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Authentic Assessment: English
Traditional Assessment
Write a paper
demonstrating the
point of view of
your selected
Olympic athlete
Authentic Assessment
Students conduct
interviews of
Olympic
participants & role
play the part of the
participant
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From here to the Global Village
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English as a Global Language
Culturally Responsive Teaching
Greetings in Different Cultures
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http://www.hawaii.edu/hga/GAW97/greeting.html
Greetings in Different Cultures
GREETINGS! Mary Frances Higuchi, 9/95
Purpose: The way people greet each other is seen in everyplace, whether it's a village, town, city, or country. Greetingsare universal, some being very unique.• Some people wave, others shake hands, bow, or hug each
other.
• Some have no distinctions between a friend or someonethey meet for business - they say the same greeting.• Others make that distinction and have different wordings
for different "levels" of people.• Sometimes, not knowing the etiquette in one culture may
be bad manners in another.
Task: Use the greetings as a way to introduce students to avariety of cultures.
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http://www.hawaii.edu/hga/GAW97/greeting.html
GREETINGS! Mary Frances Higuchi, 9/95
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http://www.hawaii.edu/hga/GAW97/greeting.html
Global English
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G oba g s
Global issues have raised the need for people to be ableto communicate effectively in English:
•English is spoken as a first language by more than 300million people throughout the world, and used as a secondlanguage by many millions more.
•The main regional standards of English areBritish, US and Canadian, Australian and New Zealand,
South African, Indian, and West Indian.
•Within each of these regional varieties a number of highlydifferentiated local dialects may be found.
•Within the next few years the number of people speakingEnglish as a second language will exceed the number of native speakers.
The English Language Around The World
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University Campus, India:NO TRESPASSING WITHOUTWRITTEN PERMISSION.
Hotel bedroom, India:
GUESTS ARE REQUESTED NOT TOSMOKE OR DO OTHER DISGUSTINGBEHAVIOURS IN BED.
Doctor's surgery, India:
SPECIALIST IN WOMEN AND OTHERDISEASES.
Culturally Responsive
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Culturally ResponsiveTeaching
Geneva Gay, in Culturally Responsive Teaching – Theory Practice and Pedagogy (2004),defines culturally responsive
pedagogy as the use of culturalknowledge, prior experience,frames of reference, andperformance styles of ethnicallydiverse students to make learning
encounters more relevant to andeffective for them.
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Sharroky Hollie is an assistant professor inteacher education at California State University,Dominguez Hills.
His expertise is in the field of professionaldevelopment, African-American education, andsecond-language methodology.
Professor Sharroky is the Executive Director of the Center for Culturally Responsive Teaching and
Learning (CCRTL) and the co-founding
director of the nationally acclaimed
Culture and Language Academy of
Success (CLAS).
Copyright ©2008 by Pearson Education, Inc. All rights reserved.
0-13-606952-5
Goals of Multicultural Education
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1. Educational Equity
2. Development of an informed and inquisitivemulticultural perspective
3. Empowerment of students
4. Development of a society that values culturalpluralism
5. Intercultural/ Interethnic/ Intergroupunderstanding in the classroom, school, andcommunity
6. Freedom for individuals and groups
7. Expanded Knowledge of various cultural, andethnic groups
http://www.intime.uni.edu/multiculture/school/school.htm
Davidman, L., & Davidman, P.T. (1997). Teaching with a multicultural perspective: A practical guide (2nd ed.). New York: Longman Publishers.
Intercultural
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Awareness
The concept of InterculturalAwareness is not new andhas been receivingparticular attention in theEnglish Language Teaching
(ELT) field worldwide.As teachers of English, we
need to bring this diversityinto our classrooms
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THE ENGLISH LANGUAGEAROUND THE WORLD
THE LEARNER AS ETHNOGRAPHER Ideas for Teaching about Different Countries and Cultures
CULTURAL VALUES AND ATTITUDES
Tell a Tale: Exploring Common Themes in traditional FolkTales Across Cultures
CHALLENGING STEREOTYPESCitizen of the World
An Island Like You by Judith Ortiz Cofer
The Additive Approach
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Content, concepts, themes, and perspectives areadded to the curriculum without changing its
basic structure.Incorporates literature by and about people
from diverse cultures into the mainstream
curriculum without changing the curriculum.
For example, examining the perspective of aNative American about Thanksgiving would be
adding cultural diversity to the traditional view of
Thanksgiving. However, this approach does not
necessarily transform thinking (Banks, 1999).
The Contributions Approach
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Select books and activities that celebrateholidays, heroes, and special events fromvarious cultures.For example, spending time reading about Dr. Martin
Luther King in January is a common practice that falls into
this category.
In this approach, culturally diverse books and issues
are not specified as part of the curriculum (Banks, 1999).
http://www.intime.uni.edu/multiculture/curriculum/curriculum.htm
The Transformation Approach
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This approach actually changes the structure of the curriculum and encourages students to viewconcepts, issues, themes, and problems fromseveral ethnic perspectives and points of view.
For example, a unit on Thanksgiving would
become an entire unit exploring culturalconflict. This type of instruction involves critical
thinking and involves a consideration of diversity
as a basic premise (Banks, 1999).
The English Language Around The
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The English Language Around TheWorld
Poster, USA: ARE YOU AN ADULT THAT CANNOT READ? IF SO,WE CAN HELP.
Restaurant, India: OPEN SEVEN DAYS A WEEK, AND WEEKENDSTOO.
Automatic hand dryer in public lavatory, USA: DO NOT ACTIVATE WITH WET HANDS.
Hotel Lobby in Romania:The lift is being fixed for the next day. During that
time we regret that you will be unbearable.
This is not an option…
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References:
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Kauchak and Eggen. (1998). Learning and
Teaching: Research Based Methods
Ornstein and Lasley. (2000). Strategies for
Effective Teaching
Thank you
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Evelyn Lugo Morales, Ed D TESL