Each scenario in the “Language Acquisition Factors: Scenarios I and II” includes at least three factors that affect the students’ language acquisition. Think of the language factors present for each student. Choose one scenario, and answer the following questions in a 500-word essay: Identify what you see as a positive or negative force in their English language acquisition abilities. How might any of these factors also affect the rate of language acquisition? What other contributing factors can you identify as an obstacle or asset to your selected case study acquiring English proficiency skills? GCU Style is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite Scenario: Language Acquisition Factors: Scenarios I and II Scenario I: Anale Anale was born in Los Angeles. Spanish is the primary language in her home and neighborhood. Although she was born in Los Angeles, Anale has lived in multiple states and homes and as a result of her moves, has been exposed to a variety of different languages. It has been noted that Anale has not truly acquired Spanish at an age-proficient level nor any other language for that matter. Although Anale has been in school for a while, she does not have a literary foundation in her first language (L1), but is motivated to learn English. She is 11 years old and has been in school since first grade. Her grandparents tell her and feel that English is of a higher status, and encourage her to learn it. The neighborhood where she lives is totally Spanish-speaking. Anale’s teacher reports that she is highly motivated to learn English and generally has a confident personality. She is not afraid of making mistakes or being corrected in class. Anale has stated that she likes attending school and that her current primary goal is to learn English. Scenario II: Ahmad Ahmad is an Iraqi high school student who arrived in the United States at the beginning of the school year. He is in 10th grade in a local public high school in Arizona. Due to the many years of violence in his country, Ahmad had been unable to attend school on a regular basis and for many years was not able to attend school at all. Ahmad remembers his first few weeks of school in the United States as a very emotional experience, and compounded with his lack of English skills, a very confusing one as well. He was often embarrassed by his inability to follow what were clearly social norms within the school setting. Students understood what the loud noise at the end of the class period meant, that you had to ask permission to use the restroom, and even how to behave in the hallways. This lack of understanding resulted in Ahmad being labeled as a shy student by his teachers. His parents found this description of their son odd given his outgoing personality in Iraq. In addition to the cultural norms to be learned, Ahmad also had to try to remember to read left to right across a page of text instead of right to left as Arabic print literacy skills dictate. While in Iraq, Ahmad had the great benefit of having literate parents who had attempted to ensure his continued education by buying and sharing books between friends and relatives. Ahmad’s parents are also currently attempting to learn English by attending classes in the evening. Currently the family lives in a small Arabic community where the only spoken language is Arabic. © 2015. Grand Canyon University. All Rights Reserved.

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Students will keep a journal with at least 7 entries documenting interactions, situations, or life experiences that illustrate discrimination and bias from all realms of society. This may include situations you have been involved with, or that you have witnessed (school, home, driving, etc.) in which discrimination, prejudice, or hate was evident. Journal entries shall revolve around bias, stereotypes, and/or discriminatory behaviors and attitudes. The journal entries should not simply present rude attitudes and behaviors.

Each journal entry includes the following five components:

1. Context: The setting/where the interaction/situation takes place, what time of day, etc.
2. Participants: Who is involved?
3. Event: What actually happened? Try to keep all judgment out of this part.
4.  Intervention or lack thereof: Was the interaction/situation addressed? Did anyone intervene? Was there silence? What was done (if there was an intervention) or what could have been done (if there wasn’t an intervention)?
5. Personal response: What could you have done, or what will you do next time? Describe any connections to course readings.
6. Online Students: The weekly journal entries will also be submitted in the Discussion Board (in Blackboard). Online students will share/post several drafts of journal entries in the weeks 2 -5 Discussion Board to facilitate peer discussion.
   The entire assignment (7 journal entries) should be completed and submitted in the Assignment forum in Week 7. Note: There needs to be a minimum of seven journal entries, so plan accordingly to meet the due date.

   Informal: Include an APA formatted cover and reference page. Citations should be used to reference any course readings or the course text in the journal entries. The number of pages will vary. See example below:
   Journal Example:

7. Context: High school auditorium Drama department, 1998. The play at the time was Grease, and the students were getting props and costumes ready for the play performances and dress rehearsals.
8. Participants: Other high school students in the drama department, including the Director.
9. Event: A student took a prop, a swastika armband, and put it as part of the costume of my friend that other drama students knew was Jewish. The swastika was a symbol of a time period where Germans thought they were superior to all, and this student used that symbol against someone who may or may not have had family that suffered through the Holocaust.
10. Intervention or lack thereof: While the action was being done, nothing happened according to my knowledge. Afterward, though, adults got involved. The director got involved with the Activities Director and gathered all the drama students to discuss the issue in hopes that someone would take responsibility for the action in recognizing that it was more serious than they probably meant for it to be, and then needed to apologize immediately to my friend. I’m not sure of what the consequences were or who really played the practical joke.
11. Personal response: This experience influenced my attitude and beliefs about hateful crimes or practical jokes by being more sensitive to jokes, comments, or actions done by other people. I will personally think twice before saying or doing anything that may put another person down, especially when it comes to situations that could go much farther than one would really want, including race. Avoiding them altogether is what I choose to do; by not participating and not putting myself in a position to get involved with it, if I can control the situation. It reminded me of the article we read

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Topic: After conducting independent research respond  the following questions:

What if  the Internet  in your company/organization went down for a day.

1. How would this impact the company/organization?

2. What issues might arise from having no Internet?

3. What plans have been established to compensate for having no internet access?

4. What are some possible solutions to the problems that might arise from no Internet?

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1. Review Arizona’s approach to integrated and targeted English language instruction. How do ELLs benefit from both types of instruction? In assessing yourself, which type of instruction would require more professional experience or knowledge for you to provide effectively and why? 1 paragraph 1 resource
2. In your teaching career, you may have students in your class in all language proficiency levels. How would you differentiate activities to ensure you are engaging all students while continuing to meet their individual language goals? How will you support a student at a pre-emergent/emergent level and continue to challenge a student at a high intermediate language level? 1 Paragraph 1 Resource
3. When assessing ELLs, teachers must use a variety of assessments in order to get the most accurate snapshot of academic and language progress. What are some ways grade level or content area teachers can assess students in the classroom to include all four domains of language (reading, writing, listening, and speaking)?  1 paragraph and resource
4. While the assessment of students for program eligibility and language proficiency generally occurs through formal testing, what are some informal ways you can assess the learning of ELLs in the classroom? Provide 2-3 examples. 1 resource and paragraph

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Prior to beginning work on this assignment, please read all the required readings and the Instructor Guidance, as well as view all required multimedia. It is suggested that you also review the recommended resources for this week as a number of them may assist you in creating this written assignment with links to applicable articles. Too often, when we learn about memory development, we forget that this has a direct relationship to effectively learning. Knowledge is essentially a memory and how well we process information affects our performance at many levels. For this paper, you will be explaining some of the cognitive-based ideologies that explain how memory development works, how it is affected by outside variables, and strategies for improving one’s own information processing effectively. You will demonstrate an understanding of psychological research methods and skeptical inquiry by correctly utilizing support resources within your writing. Discuss the following in your paper: What is memory development and how does it relate to acquiring new knowledge? Why is it important to successfully move information from working (short-term) memory to long-term memory (effective information processing)? What strategies can be utilized to move knowledge from working memory to long-term memory more effectively? (List a minimum of three strategies.) How much does attention and perception play a role in successful development of schema? How do the types of memories (knowledge) affect how we effectively process information? Consider the following: Semantic memories Episodic memories Autobiographical memories How does false memory development affect how we learn effectively? Is anyone immune? Suggested template . The Knowledge Acquisition and Memory Development paper Must be four double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.) . Must include a separate title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must use headings and sub-headings. See example. (Links to an external site.) Must use appropriate research methods (e.g. use of the Ashford library) to support the content inclusions. Must begin with an introductory paragraph that has a succinct thesis statement. [Explain the topic of this paper and succinctly summarize the elements you will discuss.] Must address the topic of the paper with critical thought. For assistance with the critical thinking portion of the written assignment, please see the information included on the Critical Thinking Community website (Links to an external site.) . Must end with a conclusion that summarizes your topic and findings. Must use at least one scholarly source from the Ashford University Library, in addition to the required e-book. Must not use quoted material. Please synthesize the information you have read. For tips on how to do this please click here (Links to an external site.) . Must document all sources in APA style, as outlined in the Ashford Writing Center. Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center. If you are unsure how to create an APA style reference page, please visit the Citation and Reference page on the Ashford Writing Center website. Submit this paper to the Grammarly tool within the course prior to submission. See resources tab on the left.

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