Recently, I came across this article, and I was thrilled to share it here. I’ve been teaching the English language for many years now and there was never a day that I didn’t like my profession. I’ve been reading articles lately, and I find this one to be very interesting. Please have a look:
Two Languages: Multiple Benefits
In an increasingly globalized economy, California will need a population with the skills and understanding to thrive in multiple settings, languages, and cultures. One way to prepare our young people for this interconnected future is by providing them with the fluency in two languages, cross cultural experience and understanding, and increased brain flexibility that they can gain through dual language or two-way immersion (TWI) programs.
Two-way immersion programs use English and a partner non-English language for instruction and classrooms are balanced between children who are English fluent and those who are English learners.They result in bilingualism and biliteracy for all students and in closing achievement gaps for EL students. And these positive effects of two-way immersion programs are long-lasting: the success for students who participate in TWI in elementary school persists through their secondary schooling. Via blog.csba.org
This is another interesting article and it talks about teachers being assessed for their teaching skills and qualifications. It’s also about evaluating their performance as teachers and the advantages in learning English. I like this article mainly because I believe that assessments can truly help teachers improve their teaching skills and approach to become more effective. Check this out:
A Little Less Evaluation, A Little More Feedback, Please | PREAL Blog
The following article by Alejandro Ganimian was originally written for WISE ed.review, a website that offers a daily selection of cutting-edge news, fresh insights and innovative trends in education. WISE has given The Inter-American Dialogue permission to reproduce the piece on the PREAL blog. To read the original article, click here.
Some Latin American school systems—specifically, Chile, Colombia, Ecuador, Mexico, Peru and a number of Brazilian states—have taken this research seriously and have adopted (or are in the process of adopting) several policies seeking to improve the effectiveness of their teachers. One policy that has received considerable attention is teacher evaluation, not just upon entrance into the profession (to select candidates), but also during a probationary period (to award tenure) and once teachers are on the job (to reward effective teachers and/or to dismiss those who are chronically ineffective). In this blog post, I focus on the last of the three: the so-called “performance evaluations.” Via prealblog.org
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