Ministry of higher and secondary special education uzbekistan state university of world languages department of theoretical sciences of english language

Conclusion

The data and data analysis in this paper suggest that the use of experimental methods can generate hypotheses about phonological categories and principles, as well as about the speaker's control over phonology. with their pronunciation. Acoustic and aerodynamic methods suggest that the occurrence of rattles in Rwanda depends on the overlapping of consonant gestures. Classifying them as stops rather than clicks is a matter of amplitude. The appearance of vocoids in the complex consonants of Rwanda is the result of the separation of two gestures that in some other cases overlap. Sensory tests show that Karitiana speakers report a vowel-free pitch in the high posterior part of the vowel space. They also show that intrinsic vowel duration is an important feature for the correct classification of central vowels in language.

The Amharic data raises questions about the degree of control a speaker has over the coordination of gestures needed to produce similar-sounding consonants and words. This article does not deal with the statistical processing of the data, nor does it discuss issues related to the number of speakers required for such tests. These concerns are, of course, a fundamental part of the empirical method. However, this article is intended solely to demonstrate that phonological problems and hypotheses, i.e. related to phonological categories, can be formulated and tested experimentally, and not just by special hypotheses created by the chairperson, as is often the case. False hypotheses are part of the ever-evolving process of the scientific enterprise of which the study of language and phonology is an undeniably part. My primary goal in designing this professional development program was to help educators create an ideal curriculum for the classroom and the general environment in ELD classrooms. As a teacher in this district myself, I know there isn't enough direction and support for these types of classes. The design of this project is a way to further educate teachers and staff on ways to involve students more in their learning and help them practice their English skills in a variety of ways.
The ELLs in this class come to school with different backgrounds and experiences, and figuring out how best to teach our students is integral to their success in learning situations. and society in the future. I hope this will also help grow and bridge the gap between teachers and their ELL students. Not only by helping to create authentic learning experiences for students, but also by educating teachers on how to be more culturally sensitive and to each student's background and life experience shines through every day in the classroom. The pillars of this project include many additional elements to include in everyday instruction, but implementing just one of these ideas will benefit students in some way. Introducing a new lesson with a phenomenon, or hook, will help students interact with the material being learned. Turning it into a project-based learning unit will help students practice problem-solving skills and master their own learning. As this project is based on collaboration, students build on each other's knowledge and have the opportunity to practice social and academic skills while solving phenomena together. When the materials used for each project are culturally appropriate, students are introduced to multiple perspectives and can develop their own opinions on each topic rather than being told to think. What. Integrating the four WIDA language areas into instruction goes hand in hand with these, an area most ELD teachers are familiar with.