Searching for Cummins Contextual Support information? Find all needed info by using official links provided below.
https://iris.peabody.vanderbilt.edu/module/ell/cresource/q1/p05/
Page 5: Contextual Supports. As we discussed above, it is important for teachers to know their students’ unique experiences, as well as to understand the basic tenets of second language acquisition, sheltered instruction, and culturally responsive teaching.
https://www.cummins.com/customer-assistance
Customer service email and international Cummins CARE support phone numbers. Contact Cummins today for product assistance. Cummins Care: Customer Assistance that's Always On Cummins Inc.
Cummins is investing in two primary types of fuel cells, Proton Exchange Membrane (PEM) and Solid Oxide Fuel Cells (SOFC), as well as hydrogen production technologies in order to provide a seamless start-to-finish solution to customers.
https://iris.peabody.vanderbilt.edu/module/ell/cresource/q1/p05/ell_05_trans_video_cummins/
Transcript: Contextual Supports for Teaching ELLs. What we have are two continua. We have the x-axis on the left-hand side, context-embedded, and on the-right hand side context-reduced. When there’s a lot of context, there are visuals to help students understand the task that they are being asked to do.
https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/bics%20calp.html
According to Baker (2006) "BICS is said to occur when there are contextual supports and props for language delivery. Face-to-face `context embedded´ [boldface in original] situations provide, for example, non-verbal support to secure understanding. Actions with eyes and hands, instant feedback, cues and clues support verbal language.
https://www2.palomar.edu/users/lchen/CumminsBICSCALPSpringer2007.pdf
(e.g. textbook reading) is reduced in comparison to the contextual support available in face-to-face contexts. In later accounts of the framework (Cummins, 2000, 2001) the distinction between conversational fluency and academic language proficiency was related to the work of
http://www.pearsonlongman.com/primaryplace/pdf/TeachingELLs.pdf
are academically demanding and lack contextual support. Actual examples of tasks in each of the four quadrants, as shown in Figure 2.2, will help clarify Cummins’s chart. Face-to-face conversations fall into Quadrant I. The task of making conversation is social and therefore not particularly cognitively demanding. Contextual support for ...
https://www.montgomeryschoolsmd.org/curriculum/esol/cpd/module2/docs/cummins.pdf
proficiency in the native language, and the degree of support provided. Later, Cummins expanded the concept of conversational and academic language to include two distinct types of communication, depending on the context in which it occurs, context-embedded …
http://ptgmedia.pearsoncmg.com/images/9780132479752/downloads/REISS_02_SE_C01.pdf
6 PART I • PERSPECTIVES FOR CLASSROOM PRACTICE: THEORY AND CULTURE graphs, charts, tables, and other textbook aids. Tasks—both oral and written—with a high level of contextual support are context embedded. Tasks in which students must derive meaning solely from the spoken or written words themselves are context reduced.
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