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god thundereth marvellously with his voice; great things doeth he, which we cannot comprehend.
god donder wonderbaar met sy stem; hy doen groot dinge wat vir ons onbegryplik is.
Última actualización: 2012-05-06
Frecuencia de uso: 1
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may be able to comprehend with all saints what is the breadth, and length, and depth, and height;
en julle in staat kan wees om saam met al die heiliges ten volle te begryp wat die breedte en lengte en diepte en hoogte is,
Última actualización: 2012-05-06
Frecuencia de uso: 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.
Última actualización: 2020-06-04
Frecuencia de uso: 1
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