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this provided valuable insight into the challenges in local government.
dit het waardevolle insig in die uitdagings op die terrein van plaaslike regering gebied.
Last Update: 2011-10-24
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challenges in life throughout our life it is bound that threr are periods of challenges that we must face but the real challengs is how we grow ing them being naive innocent children we ignorantly belieand learn from over comved that life was going to be simple and effortless on we were far from correct we can only dream for life to be that easy my life in particular has been filled with countless tiring ups and downs it felt like i was inan endless roller coaster of obstacles as we mature from
uitdagings in die lewe dwarsdeur ons lewe is dit gebonde dat threr periodes van uitdagings is wat ons in die gesig moet staar, maar die ware challengs is hoe ons groei om hulle naïewe onskuldige kinders te wees wat ons onwetend glo en leer van te veel dat die lewe eenvoudig en moeiteloos gaan wees op ons was ver van reg ons kan net droom dat die lewe so maklik is my lewe in die besonder gevul is met ontelbare vermoeiing op en af het dit gevoel asof ek in 'n eindelose rollercoaster van struikelblokke was soos ons volwasse word van
Last Update: 2024-02-12
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the distinction between basic interpersonal communicative skills and cognitive academic language proficiency was introduced by cummins to draw the teacher’s attention to the hardships and challenges that second language learners come across as they attempt to catch up to their friends in academic aspects of the school language. basic interpersonal communicate skills refers to conversational fluency in a language while cognitive academic language proficiency refers to students' ability to under
die onderskeid tussen basiese interpersoonlike kommunikatiewe vaardighede en kognitiewe akademiese taalvaardigheid is deur cummins geïmplementeer om die onderwyser se aandag te vestig op die swaarkry en uitdagings wat leerders in die tweede taal ondervind wanneer hulle hul vriende in akademiese aspekte van die skooltaal probeer inhaal. basiese vaardighede in interpersoonlike kommunikasie verwys na vlotheid van gesprekke in 'n taal, terwyl kognitiewe akademiese taalvaardigheid verwys na studente se vermoë om
Last Update: 2020-06-04
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many of the challenges in our work which we have identified derive from serious weaknesses in terms of our planning. thus, as part of our apex priorities in the coming period we will complete the processes that will enable us to enhance government's capacity to put in place realistic and integrated plans, covering all spheres of government.
baie van die uitdagings in ons werk wat uitgelig is, spruit voort uit ernstige tekortkominge ten opsigte van ons beplanning. daarom, as deel van ons top-prioriteite, sal ons in die komende tydperk die prosesse afhandel wat ons in staat sal stel om die regering se kapasiteit te verbeter om realistiese en geïntegreerde planne in werking te stel wat alle sfere van die regering sal dek.
Last Update: 2011-10-24
Usage Frequency: 1
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the distinction between basic interpersonal communicative skills and cognitive academic language proficiency was introduced by cummins to draw the teacher’s attention to the hardships and challenges that second language learners come across as they attempt to catch up to their friends in academic aspects of the school language. basic interpersonal communicate skills refers to conversational fluency in a language while cognitive academic language proficiency refers to students' ability to understand and express, in both oral and written modes, concepts and ideas that are relevant to success in school. cummins makes the distinction between two differing kinds of language proficiency. basic interpersonal communication skills, these are the exterior skills of listening and speaking which are typically learnt quickly by many learners particularly by those from language backgrounds like english who spend a lot of their school time interacting with native speakers. usually it takes about two years for students from different linguistic backgrounds to comprehend context-embedded social language readily. they are not very demanding cognitively. there are some examples of the basic interpersonal communication skills. understanding written worksheets, understanding and using non-verbal communication like facial expressions and gestures. also understanding and using simple and short text. cognitive academic language skills is the basis for a child’s ability to cope with the academic demands placed upon her in the various subjects. cummins states that while many children develop native speaker fluency within two years of engagement in the target language, it takes between five-seven years for the learner to be working on a level with native speakers as far as academic language is concerned. this level of language learning is essential for learners to succeed school. learners need time and support to become proficient in academic areas. these are some examples of the cognitive academic language proficiency. this could be writing an essay, understanding a scientific paper of reading content area textbooks. the common underlying proficiency involves more cognitively demanding tasks such as literacy, content learning, abstract thinking and problem solving are common across languages. universal concepts and skills that transfer across all languages. the alphabetic and orthographic awareness. teachers need to teach learners the different letter names and sounds in the other languages. the attitude and habits of the learner must be good, the learner must be interested in learning a second language. the content knowledge, the knowledge transfers across languages. the content of the first language must be mastered in order to learn the second language.
Last Update: 2020-06-04
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