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LAP TEACHERS - Coggle Diagram

- - - - group discussion
      - teachers used guiding statements and sentence frames
    - - create word
      - create multimodal digital stories
    - - shared their identity texts with classmates
      - the encouraging response from teachers
- - - - tap into their prior knowledge
      - use all their linguistic and literacy resources
      - allow children to work together
    - - encourage them to connect with classmates
      - help them learn the school language in meaningful contexts
      - rich tasks bring newcomers into the curriculum
      - give them a sense of purpose and belonging
    - - provide high support
      - move from group to group (monitoring / mediating / facilitating)
      - explicitly teach and provide information
      - evaluate and document children’s behaviors, performance and progress
      - adopt an interactive technique called dynamic assessment (DA)
    - - Helps children how to do something, not just what to do
      - strategic questioning and prompts (children focus on central ideas, identify challenges and explain their work)
      - focuses on the processes of learning (rather than the static assessment of end products or isolated skills)
      - Teachers interacted with each group several times (provided guidance and support)
- - - - ACKNOWLEDGE THE IMPORTANT OF LEARNING THROUGH THE HOME LANGGUAGE
      - RECOGNIZE THAT MANY WORLD'S LANGGUAGE ARE THREATENED AND ENDANGERED
      - PROFESIONALLY CURIOUS AND ENGAGED
        
        KEEPING UP TO DATE ON MULTILIGGUAL INITIATIVES DEVELOPMENT AND RESOURCES
        
        PROMOTE AND SUPPORT LANGGUAGES AND LITERACIES IN THEIR CLASSROOM
        
        SHARE THEIR WORKS WITH COLLEAGUES AND PATNER WITH FAMILIES.
        
        TAKES AN ACTIVE ROLE IN PROFESSIONAL ACTIVITIES SUCH AS MULTILINGGUAL CONFRENCES, WORKSHOPS, LECTURESAND BOOK CLUBS