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Teaching English Language Learners in Career and
Technical Education Programs Teaching English
Language Learners Across the Curriculum 1st Edition
Victor M. Hernández-Gantes And William Blank Digital
Instant Download
Author(s): Victor M. Hernández-Gantes and William Blank
ISBN(s): 0415957575
Edition: 1
File Details: PDF, 2.32 MB
Year: 2009
Language: english
Teaching English Language Learners in
Career and Technical Education Programs
Today’s classrooms increasingly include students for whom English is a second language. Teaching
English Language Learners in Career and Technical Education Programs explores the unique chal-
lenges of career-oriented education, and provides simple and straightforward advice on how to
teach English language learners (ELLs) alongside all students in today’s Career and Technical
Education programs. The authors’ teaching framework and case studies draw from common
settings in which career and technical educators find themselves working with ELLs—in the class-
room, in the laboratory or workshop, and in work-based learning settings. By integrating CTE
and academic instruction, and embedding career development activities across the curriculum,
readers will gain a better understanding of the challenges of teaching occupationally-oriented
content to a diverse group of learners in multiple settings.
Special Features:
Engaging vignettes vividly illustrate real-life interactions of veteran teachers and ELLs in the
classroom
Graphs, tables, and charts provide additional access points to the text in clear, meaningful
ways
Victor M. Hernández-Gantes is Associate Professor in the Department of Adult, Career, and
Higher Education, University of South Florida.
William Blank is Professor in the Department of Adult, Career, and Higher Education, University
of South Florida.
Teaching English Language Learners Across the Curriculum
Series Editors: Tony Erben, Bárbara C. Cruz, Stephen J. Thornton
Teaching Mathematics to English Language Learners
Gladis Kersaint, Denisse R. Thompson, Mariana Petkova
Teaching English Language Learners in Career and Technical Education
Programs
Victor M. Hernández-Gantes and William Blank
Teaching English Language Learners through Technology
Tony Erben, Ruth Ban, Martha Castañeda
Teaching Social Studies to English Language Learners
Bárbara C. Cruz and Stephen J. Thornton
Teaching English Language
Learners in Career and Technical
Education Programs
Victor M. Hernández-Gantes and William Blank
First published 2009
by Routledge
270 Madison Ave, New York, NY 10016
Simultaneously published in the UK
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
This edition published in the Taylor & Francis e-Library, 2008.
“To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.”
© 2009 Taylor and Francis
All rights reserved. No part of this book may be reprinted or reproduced or utilised
in any form or by any electronic, mechanical, or other means, now known or here-
after invented, including photocopying and recording, or in any information storage
or retrieval system, without permission in writing from the publishers.
Trademark Notice: Product or corporate names may be trademarks or registered
trademarks, and are used only for identification and explanation without intent to
infringe.
Library of Congress Cataloging in Publication Data
Hernández-Gantes, Victor M.
Teaching English language learners in career and technical education programs /
Victor M. Hernandez-Gantes and William Blank.
p. cm. — (Teaching English language learners across the curriculum)
Includes bibliographical references and index.
ISBN 978-0-415-95758-8 (hb : alk. paper) — ISBN 978-0-415-95757-1 (pb :
alk. paper) — ISBN 978-0-203-89439-2 (ebook) 1. English language—Study
and teaching—Foreign speakers. 2. Career education. 3. Technical education. I.
Blank, William. II. Title.
PE1128.A2H466 2008
428.2'4—dc22
2008001568
ISBN 0-203-89439-1 Master e-book ISBN
ISBN 10: 0–415–95758–3 (hbk)
ISBN 10: 0–415–95757–5 (pbk)
ISBN 10: 0–203–89439–1 (ebk)
ISBN 13: 978–0–415–95758–8 (hbk)
ISBN 13: 978–0–415–95757–1 (pbk)
ISBN 13: 978–0–203–89439–2 (ebk)
Contents
List of Figures�������������������������������������������������������������������������������������������������������������������������������������ix
List of Tables����������������������������������������������������������������������������������������������������������������������������������������x
Series Introduction �����������������������������������������������������������������������������������������������������������������������������xi
Acknowledgements��������������������������������������������������������������������������������������������������������������������������� xiii
Introduction������������������������������������������������������������������������������������������������������������������������������������������1
Part 1 — Your English Language Learner Tony Erben�������������������������������������������������������������������������9
1.1 — Orientation������������������������������������������������������������������������������������������������������������������������������11
1.2 — The Process of English Language Learning and What to Expect��������������������������������������������13
Principle 1: Give ELLs Many Opportunities to Read, to Write, to Listen to, and to
Discuss Oral and Written English Texts Expressed in a Variety of Ways���������������������������������������� 14
Principle 2: Draw Attention to Patterns of English Language Structure ���������������������������������������� 15
Principle 3: Give ELLs Classroom Time to Use Their English Productively���������������������������������� 16
Principle 4: Give ELLs Opportunities to Notice their Errors and to Correct Their English�������� 16
Principle 5: Construct Activities that Maximize Opportunities for ELLs to
Interact with Others in English ������������������������������������������������������������������������������������������������������������ 18
1.3 — Deciding on the Best ESOL Program ��������������������������������������������������������������������������������������21
1.4 — Teaching for English Language Development��������������������������������������������������������������������������26
vi Contents
1.5 — Not All ELLs are the Same ������������������������������������������������������������������������������������������������������30
Stages of Cultural Adjustment �������������������������������������������������������������������������������������������������������������� 32
Cultural Practices at School ������������������������������������������������������������������������������������������������������������������ 33
1.6 — Culturally Responsive Pedagogy ��������������������������������������������������������������������������������������������35
1.7 — Not All Parents are the Same��������������������������������������������������������������������������������������������������38
Ideas: On Fostering Access�������������������������������������������������������������������������������������������������������������������� 39
Ideas: On Fostering Approachability���������������������������������������������������������������������������������������������������� 39
Ideas: On Achieving Good Follow-Through �������������������������������������������������������������������������������������� 40
1.8 — English Language Learners with Special Needs ��������������������������������������������������������������������41
Part 2 — The Changing Landscape of Career and Technical Education������������������������������������������45
2.1 — From Vocational Education to Career and Technical Education����������������������������������������������49
Career and Technical Education—Making a Strong Comeback������������������������������������������������������ 50
No Longer a Dumping Ground for English Language Learners and Others���������������������������������� 50
A Transformation������������������������������������������������������������������������������������������������������������������������������������ 51
Helping At-Risk Students Stay in School �������������������������������������������������������������������������������������������� 53
English Language Learners at Higher Risk of Dropping Out ���������������������������������������������������������� 54
What are the Biggest Causes of Dropping Out?���������������������������������������������������������������������������������� 56
Can Career and Technical Education Help Keep English Language Learners in School?������������ 57
Career and Technical Education Fosters Positive Peer and Adult Relationships �������������������������� 61
Helping All Students Transition to Work and Further Education���������������������������������������������������� 63
2.2 — Career and Technical Education����������������������������������������������������������������������������������������������67
Learning about Work and Self�������������������������������������������������������������������������������������������������������������� 68
Learning through Work�������������������������������������������������������������������������������������������������������������������������� 75
Learning for Work���������������������������������������������������������������������������������������������������������������������������������� 80
Learning at Work������������������������������������������������������������������������������������������������������������������������������������ 93
2.3 — Nature of Teaching and Learning in Career and Technical Education Programs ��������������������95
Decoding the Alignment of Curriculum and Instruction in Career and
Technical Education Programs�������������������������������������������������������������������������������������������������������������� 95
Nature of Instruction: Linking Content Focus and Teaching Strategies ���������������������������������������� 99
Deciding on Content Focus: Knowledge and/or Skills?�������������������������������������������������������������������� 99
Teaching and Assessment Strategies: Choosing the Right Tools���������������������������������������������������� 100
Contextual Teaching and Learning: Premises and Promises���������������������������������������������������������� 102
Contextual Teaching and Learning: Connecting “Knowing” and “Doing”���������������������������������� 103
The Role of Authentic Occupational Contexts���������������������������������������������������������������������������������� 103
From Situated Learning to Cognitive Apprenticeship �������������������������������������������������������������������� 104
Promising Premises of Contextual Teaching and Learning������������������������������������������������������������ 105
Active Learning ������������������������������������������������������������������������������������������������������������������������������������ 108
Implications for Teaching English Language Learners in Career and Technical
Education Programs����������������������������������������������������������������������������������������������������������������������������� 109
Contents vii
Part 3 — Teaching English Language Learners in Career and Technical Education Programs������111
A Framework for Teaching and Learning in Career and Technical Education Programs���������� 111
Making Instructional Decisions across Instructional Settings ������������������������������������������������������ 112
Bridging Contextual Teaching and Learning and English Language Development�������������������� 113
Connection to English Language Learners, Supports and Services ���������������������������������������������� 116
Teaching English Language Learners in Career and Technical Education Programs:
Making the Framework Work ������������������������������������������������������������������������������������������������������������ 116
3.1 — A Starting Point����������������������������������������������������������������������������������������������������������������������117
Setting a Frame of Reference about Your Students�������������������������������������������������������������������������� 117
Deciding on Target Content and Core Understandings������������������������������������������������������������������ 119
Linking Target Content and Learning in the Classroom���������������������������������������������������������������� 120
Setting the Criteria for Acceptable Performance������������������������������������������������������������������������������ 120
3.2 — Using Interactive Instructional Strategies in the Classroom��������������������������������������������������124
Making Classroom Instruction Work for English Language Learners������������������������������������������ 125
Integrating Interactive Strategies into Classroom Instruction�������������������������������������������������������� 125
Following a Basic Approach to Interactive Classroom Instructional Strategies�������������������������� 126
Adapting Interactive Strategies to Your Needs���������������������������������������������������������������������������������� 129
Using Questioning Strategies and Advance Organizers������������������������������������������������������������������ 130
Feedback Strategies ������������������������������������������������������������������������������������������������������������������������������ 132
3.3 — Using Interactive Demonstration Strategies��������������������������������������������������������������������������135
Making Demonstrations Work for English Language Learners ���������������������������������������������������� 135
The Basis for Interactive Demonstration Strategies�������������������������������������������������������������������������� 136
The Basics of Demonstration Strategies �������������������������������������������������������������������������������������������� 137
Interactive Demonstration Strategies: A Viable Alternative for English Language Learners���� 139
Recognize English Language Learners’ Differences ������������������������������������������������������������������������ 139
Focus on Deep Understandings���������������������������������������������������������������������������������������������������������� 140
Maximize Student Interactions ���������������������������������������������������������������������������������������������������������� 140
Using Interactive Demonstration Strategies�������������������������������������������������������������������������������������� 141
Getting the Students’ Attention���������������������������������������������������������������������������������������������������������� 142
Conducting the Demonstration���������������������������������������������������������������������������������������������������������� 143
Interactive “Show-and-Tell”: How Are You Going to Organize the Demonstration? ���������������� 144
Facilitating Student Practice���������������������������������������������������������������������������������������������������������������� 146
Evaluating Performance ���������������������������������������������������������������������������������������������������������������������� 149
Adapting Interactive Demonstrations to Particular Needs ������������������������������������������������������������ 151
3.4 — English Language Learner Strategies for Work-Based Learning������������������������������������������153
What is Work-Based Learning and Why is it so Important for English Language Learners?���� 153
What Types of Skills and Contexts are Typically Involved in Work-Based Learning?���������������� 154
What are the Most Common Forms of Work-Based Learning?���������������������������������������������������� 156
Work-Based Learning and Types of English Language Skills �������������������������������������������������������� 157
Work-Based Learning and Cognitive Demand�������������������������������������������������������������������������������� 157
Types of Work-Based Learning in which English Language Learners can Participate �������������� 160
Strategies for Supporting English Language Learners in Work-Based Learning ������������������������ 180
Effectiveness of Work-Based Learning���������������������������������������������������������������������������������������������� 182
Work-Based Learning for Teachers���������������������������������������������������������������������������������������������������� 186
viii Contents
3.5 — A Challenging Task����������������������������������������������������������������������������������������������������������������188
A Familiar Trend ���������������������������������������������������������������������������������������������������������������������������������� 188
Career and Technical Education at Leto High: All English Language Learners Welcome �������� 190
Teaching English Language Learners at Leto High School ������������������������������������������������������������ 191
Building upon the Hidden Value of Career and Technical Education������������������������������������������ 192
Resources����������������������������������������������������������������������������������������������������������������������������������������194
Understanding English Language Learners and Meeting Their Needs ���������������������������������������� 194
Using Technology���������������������������������������������������������������������������������������������������������������������������������� 195
General ELL Resources������������������������������������������������������������������������������������������������������������������������ 195
Project, Problem, and Inquiry-Based Learning�������������������������������������������������������������������������������� 196
Traditional, Alternative, and Authentic Assessment������������������������������������������������������������������������ 196
Instructional Concepts, Methods, Materials, and Other Resources���������������������������������������������� 197
Cooperative and Collaborative Learning������������������������������������������������������������������������������������������ 197
Connecting with Parents and the Family������������������������������������������������������������������������������������������ 198
Legal Aspects����������������������������������������������������������������������������������������������������������������������������������������� 198
English Language Learners and Career and Technical Education ������������������������������������������������ 198
Working with Adult English Language Learners������������������������������������������������������������������������������ 199
Miscellaneous and Resources of General Interest���������������������������������������������������������������������������� 199
Translation and Dictionaries �������������������������������������������������������������������������������������������������������������� 201
Resources for Career and Technical Education Programs�������������������������������������������������������������� 201
Resources for Work-Based Learning�������������������������������������������������������������������������������������������������� 204
Glossary��������������������������������������������������������������������������������������������������������������������������������������������207
Appendix A — Strategies for Working Effectively with Special Needs Students ����������������������������210
Appendix B — General suggestions for Working with ELLs ������������������������������������������������������������215
Notes������������������������������������������������������������������������������������������������������������������������������������������������219
References���������������������������������������������������������������������������������������������������������������������������������������220
Index������������������������������������������������������������������������������������������������������������������������������������������������231
Figures
2.1. What dropouts believe would improve students’ chances ��������������������������������������������������������58
2.2. Nebraska Career Cluster Model��������������������������������������������������������������������������������������������������70
2.3. Definition of career academies��������������������������������������������������������������������������������������������������87
2.4. Nature of education and work connections in career and technical education programs��������96
3.1. Framework for teaching English language learners����������������������������������������������������������������112
3.2. Interface of Cummins’ Quadrants with type of content and learning setting��������������������������121
3.3. Worn-out brake pads from a 1995 Ford F150 pick-up truck����������������������������������������������������142
Tables
1.1. Generalized patterns of ESOL development stages��������������������������������������������������������������������14
1.2. Types of ESOL programs in the United States����������������������������������������������������������������������������23
1.3. Cummins’ Quadrants������������������������������������������������������������������������������������������������������������������28
2.1. The costs of dropping out����������������������������������������������������������������������������������������������������������54
2.2. Projected number of new jobs between 2006 and 2016������������������������������������������������������������83
2.3. Career pathways available at career academies in New York’s Putnam and
Northern Westchester counties����������������������������������������������������������������������������������������������������������88
3.1. Stages of career development�������������������������������������������������������������������������������������������������161
Series
Introduction
No educational issue has proven more controversial than how to teach linguistically diverse stu-
dents. Intertwined issues of ethnic and cultural differences are often compounded. What is more,
at the time of writing, December 2007, how immigrants and their heritages ought to fit with the
dominant culture is the subject of rancorous debate in the United States and a number of other
nations.
However thorny these issues may be to some, both legally and ethically, schools need to accom-
modate the millions of English language learners (ELLs) who need to be educated. Although the
number of ELLs in the United States has burgeoned in recent decades, school programs generally
remain organized via traditional subjects, which are delivered in English. Many ELLs are insuf-
ficiently fluent in academic English, however, to succeed in these programs. Since policymakers
have increasingly insisted that ELLs, regardless of their fluency in English, be mainstreamed into
standard courses with all other students, both classroom enactment of the curriculum and teacher
education need considerable rethinking.
Language scholars have generally taken the lead in this rethinking. As is evident in Part 1 of the
volumes in this series, language scholars have developed a substantial body of research to inform
the mainstreaming of ELLs. The primary interest of these language scholars, however, is almost
by definition the processes and principles of second language acquisition. Until recently, subject
matter has typically been a secondary consideration, used to illustrate language concerns. Perhaps
not surprisingly, content-area teachers sometimes have seen this as reducing their subjects to little
more than isolated bits of information, such as a list of explorers and dates in history or sundry
geological formations in science.
In contrast, secondary school teachers see their charge as effectively conveying a principled
understanding of, and interest in, a subject. They look for relationships, seek to develop concepts,
search for powerful examples and analogies, and try to explicate principles. By the same token,
xii Teaching English Language Learners in Career and Technical Education Programs
they strive to make meaningful connections among the subject matter, students’ experience,
and life outside of school. In our observations, teacher education programs bifurcate courses on
content-area methods and (if there are any) courses designed to instill principles of teaching ELLs.
One result of this bifurcation seems to be that prospective and in-service teachers are daunted by
the challenge of using language principles to inform their teaching of subject matter.
For example, Gloria Ladson-Billings (2001) has experimented with how to prepare new teach-
ers for diverse classrooms through a teacher education program focused on “diversity, equity,
and social justice” (p. xiii). Teachers in her program are expected, for instance, to confront rather
than become resigned to low academic expectations for children in urban schools. From Ladson-
Billings’s perspective, “no matter what else the schools find themselves doing, promoting students’
academic achievement is among their primary functions” (p. 56).
The authors in this series extend this perspective to teaching ELLs in the content areas. For
example, how might ELLs be included in a literature lesson on Hardy’s use of landscape imagery
in The Mayor of Casterbridge, or an economics lesson on the principle of comparative advantage,
or a biology lesson on the ecosystem of a pond? Such topics, experienced educators quickly recog-
nize, are often difficult for native speakers of English. How can teachers break down these subjects
into topics in a way that is educationally significant for ELLs?
The purpose of this series is to assist current and prospective educators to plan and imple-
ment lessons that do justice to the goals of the curriculum and make sense to and interest ELLs.
If the needs of diverse learners are to be met, Ladson-Billings (2001) underscores that innova-
tion is demanded, not that teachers merely pine for how things once were. The most obvious
innovation in this series is to bring language scholars and specialists in the methods of teaching
particular school subjects together. Although this approach is scarcely unique, it remains relatively
uncommon. Combining the two groups brings more to addressing the problems of instruction
than could be obtained by the two groups working separately. Even so, these volumes hardly tell
the reader “everything there is to know” about the problems addressed. But we do know that our
teacher education students report that even modest training to teach ELLs can make a significant
difference in the classroom. We hope this series extends those successes to all the content areas
of the curriculum.
Acknowledgements
We wish to express our sincere appreciation to our colleagues, Dr Barbara Cruz and Dr Stephen
Thornton, professors in the Department of Secondary Education at the University of South
Florida, and Dr Tony Erben, Associate Professor at the University of Tampa, for their foresight
in conceiving the Teaching English Language Learners (ELLs) across the Curriculum series, for
serving as series editors, and for inviting us to write this book. We also wish to thank them for
their generosity in sharing their time, ideas, resource materials, and—most importantly—their
enthusiasm for this project. Thanks also to Dr Erben for producing Part 1 of the series.
Our thanks go to the ESOL support personnel in Tampa area schools and their students whom
we interviewed for background information about the journey that English language learners
undertake as they master their new language and prepare for a career. We were greatly impressed
by their caring and commitment. We also thank the Career & Technical Education instructors
throughout the state of Florida who shared information with us through a statewide survey about
the challenges they face as they support their English language learning students. Our apprecia-
tion goes to:
Ms Stephanie Osborn, ESOL Teacher, Wharton High School
Ms Aurora Valenziano, Bilingual Aide, Wharton High School
Ms Lesleigh Lopez, ESOL Specialist, Leto High School
Mr Eric Issac, Computer Systems Technology Instructor, Leto High School
Ms Kim Friedmeyer, LPN (licensed practical nurse) instructor, Erwin Technical Center
LPN student, Erwin Technical Center
xiv Teaching English Language Learners in Career and Technical Education Programs
We would also like to acknowledge the following organizations for granting us permission to
include their materials in this book:
The Association for Career and Technical Education
The Career Academy Network
The States’ Career Cluster Initiative
National Governors Association
Victor M. Hernández-Gantes and William Blank
Career & Workforce Education Program
Department of Adult, Career & Higher Education
University of South Florida
March 2008
Introduction
Kim Friedmeyer—a nursing instructor at a technical center in Tampa, Florida—realized that
the number of students considered as English language learners (ELLs) had been rising
steadily each year. Their backgrounds and needs varied and she lacked the appropriate
preparation and resources to help them. Related supports at her school were limited to
testing initial language proficiency and she could not find much in the way of instructional
resources for use in the classroom or for teaching nursing procedures.
Unfortunately, Kim’s situation is not unique. All teachers, career and technical education (CTE)
teachers included, are experiencing similar challenges. The growth in the number of English lan-
guage learners (ELLs) in the United States is overwhelming, and it is not surprising to see the
trend translating into increases in student enrollments across the public education pipeline.* The
question is “Are schools and teachers prepared to help students with limited English language
proficiency?” Are CTE (formerly known as vocational education) programs and teachers, in par-
ticular, ready to meet the instructional challenges posed by English language learners? Teachers,
in general, are not well prepared to serve the special needs of ELLs. If anything, CTE teachers may
be at a greater disadvantage since technical programs have been traditionally viewed as the place
for students with at-risk factors. Further, CTE teachers are often hired based on their occupational
expertise and may be less likely to have the appropriate pedagogical knowledge and preparation
for helping English language learners compared with teachers in academic disciplines. Thus, CTE
teachers may need help identifying, designing, and implementing instructional strategies appro-
priate for English language learners. Let’s take a closer look of the issues and challenges resulting
from the increase in ELLs in the schools.
*Although other terms are used (e.g. limited English proficient, English as a second language), we will use the term
English language learner (ELL) throughout the book, mostly because of its widespread use and acceptance.
2 Teaching English Language Learners in Career and Technical Education Programs
The Rising Enrollment of English Language Learners
Let’s face it, the growth of ELLs is steady and we are more likely to see increased enrollments in
our schools. In 2003, the Census Bureau reported that 18 percent of the population in the United
States did not speak English at home. This represented an increase of 50 percent over the previous
two decades (U.S. Census Bureau, 2003)! The trend is happening everywhere in the country, as
demonstrated by growth in the ELL population in 45 states. In six of these states, the number
of non-English speakers actually doubled between 1990 and 2000 (U.S. Census Bureau, 2003).
Although the entire country is affected to some degree, some regions and states are impacted
more than others. For example, more than 20 percent of the 342,000 students in the Miami-Dade
County school district are foreign born, and 15 percent of those in the Broward County district
(just north of Miami, FL) were born outside the United States. Similarly, in 2006, over 700,000
students in Texas were classified as limited English speaking. To cope with these numbers, Texas
has been recruiting ESOL (English for speakers of other languages) teachers from Mexico.
Immigration to the United States has reached levels not seen in almost a century. It is projected
that net international migration to this country will account for more than half of the nation’s
population growth from now until 2015 (Kirsch, Braun, Yamamoto, & Sum, 2007). Immigrants
and refugees make up an ever-increasing percentage of the U.S. labor force, and it is vital to the
economic well-being of the country for them and their sons and daughters not only to learn
English but to master career-related skills and knowledge that will lead them to high-wage employ-
ment. The situation in Florida, as in other states that have high concentrations of immigrants, is
revealing. Almost one-fourth of the total workforce in the state was born outside the United
States. Immigrants make up almost half of the $65.8 billion construction industry, half of the $ 86
billion agriculture industry, and 30 percent of the huge service workforce. One recent study put
the estimated annual taxes paid by immigrants in Florida at $15 billion or $4,756 per capita.
New arrivals come from almost every country on the globe; however, a large proportion come
from a relatively small number of countries. Thirteen countries that each sent 100,000 or more
immigrants to America between 2000 and 2004 accounted for two-thirds of all immigration. Of
these 13 countries, only one is primarily English speaking (Canada); the largest source of new
arrivals is Mexico, which accounts for about one-third of the total (Kirsch et al., 2007). To this
end, there is much misinformation and myth surrounding immigrants that often get in the way of
making rational decisions about dealing with immigration issues in general, and about the large
number of non-English-speaking students in our schools in particular. For example, a study at
Florida International University (Eisenhauer, Zhang, Hernandez, & Angee, 2007) reported that,
compared with their native-born counterparts, immigrants in Florida:
are just as likely to possess an advanced degree;
are almost as likely to hold a bachelor’s degree;
are more likely to be an entrepreneur;
contribute equally or more to the economy.
A good example of the heated emotions that are sometimes tied to the immigration issue are
the comments made by the well-known political figure and former House Speaker Newt Gingrich
when he said “We should replace bilingual education with immersion in English so people learn
the common language of the country and they learn the language of prosperity, not the language
of living in a ghetto” (Houston Chronicle, 2007). As expected, his comments brought about a tor-
rent of heated reactions and continue to fuel an ongoing immigration debate.
In the United States, Spanish speakers make up the largest of the four major language groups
among ELLs. The number of Spanish speakers in the United States increased dramatically, by
Introduction 3
about 60 percent, from 1990 to 2002, and Spanish continues to be second only to English as the
primary language most frequently spoken at home in the United States (U.S. Census Bureau,
2003). Across all language groups, including Spanish, other Indo-European, Asian and Pacific
Island, and “all other languages,” the common thread is that only a small percentage claim to
speak English very well (U.S. Census Bureau, 2003). That means there is an ever-present need for
learning English at various levels in a variety of settings and contexts. Thus, it is not surprising
that school-age ELL students are enrolling in public schools in increasing numbers (Recruiting
New Teachers, Inc., 2002; National Center for Education Statistics, 2006).
Furthermore, the National Center for Education Statistics (NCES) has reported that the num-
ber of children aged 5–17 speaking a language other than English at home more than doubled
between 1979 and 2005. Specifically, the number of children considered to be ELLs (i.e. those
who spoke English with difficulty) increased by 124 percent! By comparison, the overall num-
ber of children aged 5–17 in the general population grew by only 19 percent during the same
period (NCES, 2005). In elementary and secondary schools, the number of ELLs actually grew by
about 152 percent between 1990 and 2005, about seven times the rate of total student enrollment
(National Clearinghouse for English Language Acquisition, 2006).
What are the Challenges for Teachers?
By all accounts, ELLs represent the fastest growing group of students in the public schools
(Recruiting New Teachers, Inc., 2002; Flynn & Hill, 2005). Yet it appears that teachers are not
prepared to meet the needs of ELLs. Available evidence clearly shows a gap between the rising
number of ELLs and the percentage of teachers who are prepared to teach them (Watson, Miller,
Driver, Rutledge, & McAllister, 2005). Research reports have consistently noted that only a small
percentage of teachers who teach ELLs have received related training (Menken & Antunez, 2001;
NCES, 2002a). For example, the majority of teachers in urban, suburban, or rural locations have
never participated in professional development in how to teach ELL students (Lewis, Parsad,
Carey, Bartfai, Smerdon, & Green, 1999).
In turn, new teachers entering the profession do so ill-prepared for the changing demograph-
ics of today’s classrooms as many teacher preparation programs do not adequately cover issues
involving teaching and learning of ELLs (Meskill & Chen, 2002). Further, popular textbooks used
in teacher education often do not address the growth of the ELL population. Nor do the books
present much practical information on teaching and learning strategies for ELLs (Watson et al.,
2005).
The challenge for new and current teachers is overwhelming considering the limitations in
preparation and contemporary demands stemming from increased calls for accountability.
Although the No Child Left Behind (NCLB) Act demands the availability of “highly qualified”
teachers in every school, the emphasis is on mastery of specific content knowledge, and little is
said about being able to meet the needs of special groups. Paradoxically, however, the NCLB Act
mandates accountability for the educational needs of ELLs as part of annual progress reports
(Flynn & Hill, 2005). In response to this challenge, districts and schools have resorted to quick
fixes, such as the increased recruitment of ESOL or bilingual education teachers. The problem
is that the supply has not met the demand, as over 38 percent of public schools reported related
vacancies in the early 2000s (NCES, 2002b). Like it or not, with limited ESOL support, the respon-
sibility of teaching language skills and academic content to ELLs is now becoming an integral part
of the role of all teaching staff (Antunez, 2002; Flynn & Hill, 2005).
What’s a teacher to do in the midst of limited preparation and available supports? The first
step is to identify needed skills and knowledge to better serve English language learners. To this
4 Teaching English Language Learners in Career and Technical Education Programs
end, there is agreement that teachers should have a basic understanding of language proficiency
and second language development, and about how students with diverse backgrounds perform
in mainstream education (Flynn & Hill, 2005). Further, teachers should also be able to recognize
the individual needs of culturally diverse students and integrate language with content instruction
(Antunez, 2000). Given the diversity of the ELL population and varying individual needs, this
represents an overwhelming challenge for all teachers.
Why Should Career and Technical Education Teachers
Care?
Typical state regulations for enrollment in CTE programs mandate that a student’s level of English
language proficiency should not be used as a criterion for placement in related classes or pro-
grams. However, over time, CTE has been notoriously used as a “dumping ground” for students
with special needs under the premise they can “at least learn some” occupational skills despite
their academic learning limitations. At any rate, once students are enrolled in a class or a program,
CTE teachers are required to make the necessary accommodations and provide English language
instruction appropriate to the students’ level of proficiency. The case of a business education pro-
gram in a high school in the Tampa area may be a typical representation of these issues (Box 1).
Box 1 English language learners in career and technical education
programs
In a typical suburban comprehensive high school (grades 9–12) in the Tampa area,
student enrollment is about 2000 students and the curriculum includes some form of
CTE program offerings. In a typical school we visited, a business education program
staffed by 10 teachers offered courses in business technology (e.g. web design,
business software applications). In addition, a “success center” provided services for
transition from school to careers, including “technical and career education programs
with an emphasis on occupational awareness, basic work skills and preparation for
continuing education.”
White students constitute the largest group (40 percent) at this Tampa high school,
followed by black (29 percent) and Hispanic (22 percent) students. The rest (9 percent)
of the study body is represented by students of multiracial, American-Indian, and
Asian ethnicity. In addition to English, 18 languages are represented in the school.
Five ESOL teachers/assistants work with about 200 students at different stages
of English proficiency. Almost all students identified as ELLs enroll in career and
technical education courses, which places considerable demands on CTE instruc-
tors to meet their special needs. The business education program at this high school
accepts all students with limited English proficiency.
The overrepresentation of ELLs in CTE and the challenges they bring to the classroom are
not new. The need for English language intervention programs has been highlighted since the
mid-1980s—when the field was known as vocational education—as a means to help students suc-
ceed in CTE programs (Friedenberg & Bradley, 1984). Much has changed in vocational education
over the past two decades, though. Not only is the field now known as CTE, but programs are
currently delivered under a variety of new designs (e.g. career academies, career pathways, youth
Introduction 5
apprenticeship). These CTE designs feature more rigorous integration of academic and technical
education, which make them more challenging even for those students for whom English is the
native language.
Further, ELLs are usually recent immigrants from low-income families with very limited
knowledge of the English language who view participation in CTE programs as a means for eco-
nomic survival. In today’s economy, the ability to interact in English even in relatively low-wage
jobs in hotels, hospitals, construction, or manufacturing has become as important as specific
occupational skills. As a result, a growing number of ELL students seek CTE courses or programs
hoping to acquire English language proficiency as well as job-specific skills (Buchanan, 1990).
Meeting the needs of such students can be particularly challenging for career and technical
educators given that their ELL students are learning the basics of a new language, adapting to a
new culture, and at the same time attempting to master an entirely new technical, occupationally
specific vocabulary. In some new and emerging occupational fields there may be technical aspects
of an occupation such as processes, equipment, and instruments for which the ELL doesn’t know
the equivalent vocabulary in his or her native language. The case of Lena, a nursing student origi-
nally from Croatia, illustrates these issues (Box 2).
Box 2 From Croatia to Florida
Lena came to the United States from Croatia in 2000. She recalled with fondness the
time she took ESOL classes, although her experience with the teacher was not very
productive. The teacher was bilingual in Spanish and was not able to assist her much
compared with the majority of Spanish-speaking students in the ESOL classes. To
overcome the limited assistance she received in the classes, she resorted to carrying
and using a dictionary to look up words on the spot.
Lena is completing a practical nursing program at a technical center. For the most
part, she is doing well except in pharmacology. This has been a difficult subject
because of the terminology. In her nursing program, she likes the clinics because of
the opportunity to refine her English-speaking ability through the required personal
interactions.
She recommends teachers take the time to explain the same concept, idea, or
procedure in a variety of ways and to recognize the language limitations by speaking
clearly and slowly. “Sometimes they forget there are students like me in the class and
they speak fast. And it is hard to understand the whole thing when you missed a big
chunk of what they said.”
How prepared are CTE teachers for meeting the needs of ELLs? What are the supports avail-
able in schools to help teachers provide effective instruction to ELLs? Teachers are not very well
prepared and lack appropriate supports, according to a national report on the vocational teacher
pipeline (Cramer, 2004). In the context of contemporary emphasis on rigorous infusion of aca-
demic and technical skills, teachers’ backgrounds, and teaching preparation, new CTE teachers
are academically or pedagogically unprepared compared with teachers in secondary academic
fields. Incoming CTE teachers scored consistently lower than their secondary counterparts on an
assessment of principles of learning and teaching (Cramer, 2004). The variation in pedagogical
knowledge may be associated with the fact that CTE teachers tend to be older and out of school
longer than are academic teachers. In addition, CTE teachers may join the teaching profession
through alternative certification paths and be recruited into teaching as a result of their technical
skills and knowledge.
Exploring the Variety of Random
Documents with Different Content
Biology - Study Materials
Winter 2025 - Department
Prepared by: Teaching Assistant Johnson
Date: August 12, 2025
References 1: Case studies and real-world applications
Learning Objective 1: Experimental procedures and results
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 2: Learning outcomes and objectives
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 3: Statistical analysis and interpretation
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Learning Objective 4: Critical analysis and evaluation
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 5: Best practices and recommendations
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 5: Diagram/Chart/Graph]
Remember: Interdisciplinary approaches
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Learning outcomes and objectives
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Current trends and future directions
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Research findings and conclusions
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Critical analysis and evaluation
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Part 2: Current trends and future directions
Definition: Learning outcomes and objectives
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 11: Theoretical framework and methodology
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Note: Assessment criteria and rubrics
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 13: Diagram/Chart/Graph]
Key Concept: Study tips and learning strategies
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Fundamental concepts and principles
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Note: Case studies and real-world applications
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 16: Study tips and learning strategies
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Definition: Learning outcomes and objectives
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Best practices and recommendations
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 19: Diagram/Chart/Graph]
Practice Problem 19: Research findings and conclusions
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Review 3: Research findings and conclusions
Key Concept: Experimental procedures and results
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 21: Diagram/Chart/Graph]
Important: Problem-solving strategies and techniques
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Current trends and future directions
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Important: Study tips and learning strategies
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Learning outcomes and objectives
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 25: Ethical considerations and implications
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Comparative analysis and synthesis
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Comparative analysis and synthesis
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 28: Critical analysis and evaluation
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Example 29: Best practices and recommendations
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Test 4: Experimental procedures and results
Key Concept: Practical applications and examples
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 31: Literature review and discussion
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 32: Diagram/Chart/Graph]
Key Concept: Comparative analysis and synthesis
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Experimental procedures and results
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 34: Experimental procedures and results
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Statistical analysis and interpretation
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Important: Learning outcomes and objectives
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 37: Problem-solving strategies and techniques
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 38: Practical applications and examples
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Experimental procedures and results
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Introduction 5: Statistical analysis and interpretation
Remember: Case studies and real-world applications
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Definition: Literature review and discussion
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 42: Experimental procedures and results
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 43: Diagram/Chart/Graph]
Key Concept: Comparative analysis and synthesis
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Practice Problem 44: Key terms and definitions
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 45: Diagram/Chart/Graph]
Practice Problem 45: Literature review and discussion
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Remember: Best practices and recommendations
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 47: Comparative analysis and synthesis
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Study tips and learning strategies
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Practical applications and examples
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 50: Diagram/Chart/Graph]
Abstract 6: Best practices and recommendations
Remember: Interdisciplinary approaches
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 51: Study tips and learning strategies
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 52: Diagram/Chart/Graph]
Example 52: Study tips and learning strategies
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Best practices and recommendations
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Important: Theoretical framework and methodology
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Best practices and recommendations
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 56: Diagram/Chart/Graph]
Definition: Study tips and learning strategies
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 57: Diagram/Chart/Graph]
Important: Key terms and definitions
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Assessment criteria and rubrics
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Note: Literature review and discussion
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Topic 7: Fundamental concepts and principles
Remember: Best practices and recommendations
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 61: Learning outcomes and objectives
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Case studies and real-world applications
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Practice Problem 63: Practical applications and examples
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 64: Diagram/Chart/Graph]
Example 64: Historical development and evolution
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Learning outcomes and objectives
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 66: Diagram/Chart/Graph]
Example 66: Best practices and recommendations
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Current trends and future directions
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Key terms and definitions
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Important: Theoretical framework and methodology
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Quiz 8: Historical development and evolution
Practice Problem 70: Literature review and discussion
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 71: Diagram/Chart/Graph]
Definition: Theoretical framework and methodology
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 72: Theoretical framework and methodology
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 73: Critical analysis and evaluation
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 74: Diagram/Chart/Graph]
Remember: Problem-solving strategies and techniques
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 75: Fundamental concepts and principles
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Practice Problem 76: Interdisciplinary approaches
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Learning outcomes and objectives
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Learning outcomes and objectives
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Current trends and future directions
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Part 9: Literature review and discussion
Important: Experimental procedures and results
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Literature review and discussion
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Current trends and future directions
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 83: Diagram/Chart/Graph]
Important: Experimental procedures and results
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Historical development and evolution
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Example 85: Case studies and real-world applications
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Study tips and learning strategies
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 87: Experimental procedures and results
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Definition: Practical applications and examples
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Assessment criteria and rubrics
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Chapter 10: Experimental procedures and results
Definition: Practical applications and examples
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
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