Position on teaching and assessing literacy for young Emirati learners in the 21 st Century
Task Description
Write an academic paper of three to four pages in which you outline your position on teaching and
assessing literacy for young Emirati learners in the 21 st Century.
Detailed Instructions
In your paper you need to:
State four or five key principles of teaching and assessing literacy for young Emirati learners.
Give a rationale for how young Emirati learners should be taught literacy skills, including
references to the literature and your own knowledge and experience of how young Emirati
learners develop literacy skills.
Give your rationale for how the literacy skills of young Emirati learners should be assessed
by including references to the literature and your own knowledge and experience of how
young Emirati learners respond to assessment.
Refer to at least four academic sources
Solution
Position on teaching and assessing literacy for young Emirati learners in the 21st Century.
Introduction
Learning is a lifetime process that helps individuals to comprehend complex situations in the environment and develop appropriate solutions. Learning process increases the efficient of students to develop literature skills enabling them to conceptualize the art of reading and writing hence becoming literate. Literacy concepts should be instilled in the mind of individuals from early stages of life to form a good foundation to young Emirati students which also creates interest and self-driven spirit towards education. Besides young Emirati learners should well understand that literacy is not all about being fluent, but it also pertains the fundamental skills to comprehend and apply which is influenced by reading strategies and not only memorizing words. The paper will objectively consider this idea based on teaching position and assessing literacy in the 21st century.
Key principles of teaching and assessing literacy for young Emirati learners.
- Teaching methods suiting multiple intelligences
According to the article on fall (2018), young leaners will develop better literacy skills if the teaching methods are suiting their multiple intelligences. The principle is founded on the theory developed by Howard Gardener’s having 8 types including logical- mathematical, visual spatial, bodily –kinesthetic, interpersonal, musical, naturalistic and verbal-linguistic. The theory indicates that the learner will well understand what is being taught if only the teacher applies different kinds of activities to make the learners participate during the learning process and will not struggle rather, they will have self-interest.
- Use of technology
The other principle capitalizing the topic is development of literacy skills through employing the use of technology in the classroom. Young Emiratis should be involve in the world we are living today of technology dependent. Introducing technology in the classroom will make the learners engaged, excited, and motivated as depicted by Fall (2018). Additionally, when using computer in the classroom, the learners will socialize and communicate more than when using traditional methods of teaching. Computer based technology initiates a positive attitude on early literacy education development in the young Emiratis.
- Hands-on activities
The practical part of studying assists the learners to fully participate in the activities thus enhancing their learning capability. When young Emiratis involves in hands-on activities, it is certain that they will remember the concepts later and apply the ideas in new environments to solve strategized problems.
- Proper support
According to the article written by Teachers of English to Speakers of Other Language, Inc. (2010), literacy learning requires proper support since it is an ongoing process. Every learner has their rate of acquiring knowledge and is often based by the background knowledge they have. Teachers should consider the leaning capability and introduce teaching strategies that will involve all learners in the classroom which comes along with the concept of age. The ongoing process ought to the proficient to the learners by boosting their cognitive, literacy, and conceptual development.
- Assessment should be valid, reliable, and ongoing
The other underlying principle is that assessment is valid, reliable, and ongoing which should be culturally and developmentally suiting the curriculum of the classroom. Culturally responsive models suggests that young Emirati learners should excel academically. Teachers should be aware that proficiency is acquired overtime thus making the common constant errors to reduce as the learners conceptualize the ideas. Valid and fair assessment helps teachers to develop regulations and tailor the concepts to the Emirati learners.
Rationale for how young Emirati learners should be taught literacy skills
The rationale for teaching literacy skills methods to young Emiratis is that it helps in establishing a good rapport between learners and teachers. Young learners want to know that the teacher really cares for them. The relationship helps the teacher to know the students individually and how each one of them is capable of learning. The rapport also creates a positive learning environment making them to thrive and become better. Kim and Lundberg (2016) suggested that faculty teachers should play their part in creating a good learning environment to learners since in positive environment, the learner receive not only teachers’ support but also peer support. The notion boosts the learner’s confidence thus becoming self-assured in who they are and want to be as students
The third rationale is that the literacy skills method helps the teacher and the students to change activities frequently. Young Emirati students of age between 3 and 8 are capable of concentrating for 10 to 15 minutes. Longer activities results to class management issues but shorter activities boost the morale thus getting the students going. Moreover, young learners have a lot of energy and the teacher should try to utilize the energy by coming up with fun and interactive activities. Additionally, the classroom will have disciplined students if the teacher considers how young Emirati learners should be taught literacy skills. Disciplined learners are easier to manage thus positively influencing the teaching process (Snow and Matthews, 2016).
.Rationale for how the literacy skills of young Emirati learners should be assessed
How literacy skills of young Emirati learners should be assessed sets a great importance since it motivates the performance for both learners and teachers. The learner will be eager to know what is bestowed for them by the teacher and they will be looking forward to do better. The teacher will also be willing to discover what is working for the students and will thrive to know the direction to head. In addition, the assessment assists in relating the students’ progress and finding out whether the learners can express the conceptualized knowledge to new environment (Kruit et al., 2018).
Furthermore, the assessment provides a diagnostic feedback to determine which areas should be focused onto. The diagnostic feedback helps in determining the leaner’s knowledge and performance base thus helping the teacher to know the needs of the students. Lastly, the assessment facilitates in setting the standards of the teachers hence rating their performance (Kruit et al., 2018), The different performances portrays the understanding, knowledge, and mastery of the teachers.
Conclusion
Teaching and assessing position of the teacher is a very critical aspect in the learning process of young Emiratis. Teachers should always consider to conveying the right information at the right time to the right age of learners thus enhancing growth of the tender mind of the young students. It is also advisable for the teachers to understand the rationale for teaching and assessing the leaners to determine diagnosis and the direction of learning activities.
References
Fall (2018). Position Paper on Teaching and Assessing Literacy to Young Emirati Learners in the 21st Century. Zayed University.
Kim, Y. K., & Lundberg, C. A. (2016). A structural model of the relationship between student– faculty interaction and cognitive skills development among college students. Research in Higher Education, 57(3), 288-309.
https://link.springer.com/article/10.1007/s11162-015-9387-6
Kruit, P. M., Oostdam, R. J., van den Berg, E., & Schuitema, J. A. (2018). Assessing students’ ability in performing scientific inquiry: instruments for measuring science skills in primary education. Research in Science & Technological Education, 36(4), 413-439.
https://www.tandfonline.com/doi/abs/10.1080/02635143.2017.1421530
Snow, C. E., & Matthews, T. J. (2016). Reading and language in the early grades. The Future of Children, 57-74. Teachers of English to Speakers of Other Language, Inc. (2010). Position paper on language and literacy development for young English language learners (ages 3–8). TESOL publishers
https://www.jstor.org/stable/43940581
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