REading Response Assignment Example | Topics and Well Written Essays - 250 words

REading Response - Assignment caseThey assert that there should be an equitable assessment of both kinds of students.The article by National companionship for the Education of Young Children (1995) is an accurate expression of the importance of roles of families and educators in providing linguistically and culturally diverse children with decent learning opportunities. Families must support educators in recognizing their childrens potential. As for Soleno-Flores and Trumbell (2003), I believe that it is very important for the educators to design such polices that give a bit flexibility to students whose first language is not English, so that they are tested fairly. They roll in the haynot be tested on equal grounds with students with English as old language.I believe that the article by National Association for the Education of Young Children (1995) can be helpful for educators in building classroom communities where all children are encouraged to collaborate with each other( a) while accepting each others linguistic and cultural background. A classroom connection is a place where children from all backgrounds are encouraged to learn through collaboration and group-based learning. The recommendations presented by Soleno-Flores and Trumbell (2003) can be very helpful for second language learners. Classrooms where diverse population is present, educators can make utilization of these recommendations to cater to their students individual needs.National Association for the Education of Young Children. (1995). Responding to Linguistic and Cultural Diversity Recommendations for powerful Early Childhood Education. Retrieved March 12, 2014, from https//www.naeyc.org/files/naeyc/file/positions/PSDIV98.PDFhttps//www.naeyc.org/files/naeyc/file/positions/PSDIV98.PDFSoleno-Flores, G., & Trumbell, E. (2003). Examining language in context The need for invigorated research and practice paradigms in the testing of English-language learners. Educational Researcher, 32 (2),