Karteikarten
Chapter 8 Flashcards
Karten in diesem Stapel (18)
- 1Characteristics of a Learning CommunityIt is organized for activity, Everyone in the school participates, there is a sense that everyone belongs to the community: students, teachers, parents, administrators, support staff, volunteers, etc.
- 2RolesTeacher, student, other adults
- 3“teller” role; expanded to teacher as guide, coach, cheerleaderTeacher
- 4The learner Role (can be teachers as well)Student
- 5the ability to speak two (or more) dialects and to switch easily between or among themBidialectalism
- 6Two types of Verbal CommunicationAccents and Dialects
- 7a form of nonverbal language of signs spoken by the deaf o Used instead of a spoken languageSign Language
- 8Range of % Nonverbal Communication Accounts for50-90%
- 9Functions of Nonverbal Communicationto convey message, augment, contradict, or replace verbal communication
- 10refers to the “normal” distance considered appropriate between two people speakingProxemics
- 11body language (e.g., gestures, facial expressions, eye contact)Kinesics
- 12vocalizations that are not words (e.g., sighs, laughter, crying)Paralanguage
- 13What is all Intertwined?Culture, Language, and Learning Style
- 14Components of Learning StyleResponse to environment, emotionality, sensory mode for learning, social preferences, psychological demensions
- 15How did the origins of the learning style originate?• Still a Matter of Opinion
• Combination of Biological, Psychological, and Sociocultural Factors - 16What was the Bilingual Education act of 1968?authorized bilingual programs for students whose first language was not English.
- 17• The 1974 Supreme Court decision that declared that school districts must provide students an education in languages that meet their needs.Lau v. Nichols
- 18established the need to develop programs for limited English proficient students and to train special staff.Castenada vs Pickard 1981
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- Human Diversity Karteikarten am Chapter 8 Flashcards, erstellt von Nathan Lapin am 09/07/2013.
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