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If children from poor families are having difficulty in learning the school curricula, it is because maybe it is not tailored to incorporate their culture. They have lifestyles, resources, or belief systems that different from those found in the curricula. Because it has been pointed out in the article that the type of English a pupil uses is largely dependent on what is done in their community, the best way to make pupils learn more is to tailor the language so that it fits the culture of the student. The references, allusions and stories should be derived from the culture of the pupil. However, this poses the challenge of what the children would like to aspire to; let’s face it, the children are in school so that they can be able to improve their lives and join the middleclass; if their literature ,material is to be modified so as to fit their cultures, it is likely to discourage them. Employers are also not looking for people who speak “Black” English or a different dialect that is not standard; they want Standard English. This problem is rather difficult to address because people already believe the stereotypes. In my opinion, poor people just need to conform and teach their children better English; it is the easier option than changing the curriculum to something the children are working hard to get out
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It also suggests some important reviews that are applicable on the test to make it more effective. In addition, the paper explains five alternative assessment formats that could be used to improve the test. Furthermore, it gives the important feature of each of the five alternative formats available.
According to the paper the abstract section is presented in italics to give readers a quick glance and gist of what the article presents. The other feature of the text is that the topics and sub-topics are not presented in the usual way, but are aligned on the left side of the paper with the information on the right side of the paper. In an academic oral skills class, learning as an activity should involve various undertakings.
1 2 3 4 5 Scale # 2 (Effort / Facilitation) Question # 3 Should I be facilitated to learn English Language? 1 2 3 4 5 Question # 4 Whether I studied or researched to get information on the importance of learning English Language? 1 2 3 4 5 Question # 5 Whether the instructors influence students with their own work in English Language?
This agreement gives brief description on what is to be learnt, what strategy will be used to learn it and what proof will be provided that a learning objective has been achieved as well as the assessment of learning
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guistic knowledge for those students who are not proficient in English (Azed Government, 2015) .The Arizona department of education has developed English language proficiency ELP standards to guide teachers to come up with benchmarks to help in focus instruction. The standards
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