 | |
| Author | Arnold Lobel |
|---|---|
| Cover artist | Arnold Lobel |
| Country | United States |
| Language | English |
| Genre | Children's books Picture books |
| Publisher | Greenwillow/William Morrow |
Publication date | 1982 |
| Media type | |
Ming Lo Moves the Mountain is a children's picture book by Arnold Lobel, published in 1982.
A mountain towers over the little house where Ming Lo and his wife live, blocking sunlight and attracting rain. Ming Lo's wife tells Ming Lo that he must move the mountain. They follow the local wise man's advice without success. Finally, he tells them to perform a long dance with closed eyes while carrying all they possess, including the sticks of which their house is built. When they open their eyes, they find that the mountain has moved and happily rebuild their home.
The book is an ALA Notable Children's book. [1] A New York Times review said, "The tone of the story and the look of the book are as inseparable as Ming and the Mrs.: restrained and amusing, a measured dance to the accompaniment of gentle laughter." [2] It is used as a lesson in schools in the book Literacy Instruction for Culturally and Linguistically Diverse Students [3] and the book Great Teaching with Graphic Organizers. [4] The book is also talked about in the book Balancing Acts. [5]
Literacy in its broadest sense describes "particular ways of thinking about and doing reading and writing" with the purpose of understanding or expressing thoughts or ideas in written form in some specific context of use. In other words, humans in literate societies have sets of practices for producing and consuming writing, and they also have beliefs about these practices. Reading, in this view, is always reading something for some purpose; writing is always writing something for someone for some purpose. Beliefs about reading, writing and their value for society and for the individual always influence the ways literacy is taught, learned, and practiced.
Whole language is a philosophy of reading and a discredited educational method originally developed for teaching literacy in English to young children. The method became a major model for education in the United States, Canada, New Zealand, and Great Britain in the 1980s and 1990s, despite there being no scientific support for the method's effectiveness. It is based on the premise that learning to read English comes naturally to humans, especially young children, in the same way that learning to speak develops naturally.
A KWL table, or KWL chart, is a graphical organizer designed to help in learning. The letters KWL are an acronym, for what students, in the course of a lesson, already know, want to know, and ultimately learn. It is a part of the constructivist teaching method where students move away from what are considered traditional methods of teaching and learning. In this particular methodology the students are given the space to learn by constructing their own learning pace and their own style of understanding a given topic or idea. The KWL chart or table was developed within this methodology and is a form of instructional reading strategy that is used to guide students taking them through the idea and the text. A KWL table is typically divided into three columns titled Know, Want and Learned. The table comes in various forms as some have modified it to include or exclude information.
Visual literacy is the ability to interpret, negotiate, and make meaning from information presented in the form of an image, extending the meaning of literacy, which commonly signifies interpretation of a written or printed text. Visual literacy is based on the idea that pictures can be "read" and that meaning can be discovered through a process of reading.
Critical literacy is the ability to find embedded discrimination in media. This is done by analyzing the messages promoting prejudiced power relationships found naturally in media and written material that go unnoticed otherwise by reading beyond the author's words and examining the manner in which the author has conveyed his or her ideas about society's norms to determine whether these ideas contain racial or gender inequality.
Sheltered instruction is an approach to teaching English-language learners that integrates language and content instruction. The phrase "sheltered instruction", the original concept, and the underlying theory of comprehensible input are all credited to Stephen Krashen.
Culturally relevant teaching or responsive teaching is a pedagogy grounded in teachers' practice of cultural competence, or skill at teaching in a cross-cultural or multicultural setting. Teachers using this method encourage each student to relate course content to their cultural context.
Bilingual–Bicultural or Bi-Bi deaf education programs use sign language as the native, or first, language of Deaf children. In the United States, for example, Bi-Bi proponents state that American Sign Language (ASL) should be the natural first language for deaf children in the United States, although the majority of deaf and hard of hearing being born to hearing parents. In this same vein, the spoken or written language used by the majority of the population is viewed as a secondary language to be acquired either after or at the same time as the native language.
English-Language Learner is a term used in some English-speaking countries such as the United States and Canada to describe a person who is learning the English language and has a native language that is not English. Some educational advocates, especially in the United States, classify these students as non-native English speakers or emergent bilinguals. Various other terms are also used to refer to students who are not proficient in English, such as English as a Second Language (ESL), English as an Additional Language (EAL), limited English proficient (LEP), Culturally and Linguistically Diverse (CLD), non-native English speaker, bilingual students, heritage language, emergent bilingual, and language-minority students. The legal term that is used in federal legislation is 'limited English proficient'. The instruction and assessment of students, their cultural background, and the attitudes of classroom teachers towards ELLs have all been found to be factors in the achievement of these students. Several methods have been suggested to effectively teach ELLs, including integrating their home cultures into the classroom, involving them in language-appropriate content-area instruction early on, and integrating literature into their learning programs.
An English-medium education system is one that uses English as the primary medium of instruction—particularly where English is not the mother tongue of the students.
Jerzy Jarosław Smolicz AM, also known as J. J. "George" Smolicz, was a Polish-born sociologist and educationalist acknowledged widely as a major contributor to cultural understanding in Australia. A key figure in developing and implementing Australia's multicultural and language policies, he was a Senior Consultant on Multiculturalism to the Fraser government and for 20 years was Chair of the Multicultural Education Committee in South Australia.
Balanced literacy is a theory of teaching reading and writing the English language that arose in the 1990s and has a variety of interpretations. For some, balanced literacy strikes a balance between whole language and phonics and puts an end to the so called reading wars. Others say balanced literacy, in practice, usually means the whole language approach to reading.
Reading is the process of taking in the sense or meaning of letters, symbols, etc., especially by sight or touch.
The use of comics in education is based on the concept of creating engagement and motivation for students.
Multiliteracy is an approach to literacy theory and pedagogy coined in the mid-1990s by the New London Group. The approach is characterized by two key aspects of literacy - linguistic diversity and multimodal forms of linguistic expressions and representation. It was coined in response to two major changes in the globalized environment. One such change was the growing linguistic and cultural diversity due to increased transnational migration. The second major change was the proliferation of new mediums of communication due to advancement in communication technologies e.g the internet, multimedia, and digital media. As a scholarly approach, multiliteracy focuses on the new "literacy" that is developing in response to the changes in the way people communicate globally due to technological shifts and the interplay between different cultures and languages.
In common usage and linguistics, concision is a communication principle of eliminating redundancy, such as using as few words as possible in a sentence while preserving its meaning. More generally, it is achieved through the omission of parts that impart information that was already given, that is obvious or that is irrelevant. Outside of linguistics, a message may be similarly "dense" in other forms of communication.
Gwendolyn Cartledge is professor in the School of Physical Activity and Educational Services at the Ohio State University, specializing in methods for teaching social skills to children with and without disabilities ). Her primary responsibilities include teacher education for students with mild disabilities on. Her research and writings are recognized and cited nationally in teacher preparation programs. She has written several books and articles on these topics.
Language pedagogy is the discipline concerned with the theories and techniques of teaching language. It has been described as a type of teaching wherein the teacher draws from their own prior knowledge and actual experience in teaching language. The approach is distinguished from research-based methodologies.
Translanguaging is a term that can refer to different aspects of multilingualism. It can describe the way bilinguals and multilinguals use their linguistic resources to make sense of and interact with the world around them. It can also refer to a pedagogical approach that utilizes more than one language within a classroom lesson. The term "translanguaging" was coined in the 1980s by Cen Williams in his unpublished thesis titled “An Evaluation of Teaching and Learning Methods in the Context of Bilingual Secondary Education.” Williams used the term to describe the practice of using two languages in the same lesson, which differed from many previous methods of bilingual education that tried to separate languages by class, time, or day. In addition, Vogel and Garcia argued that translanguaging theory posits that rather than possessing two or more autonomous language systems, as previously thought when scholars described bilingual or multilingual speakers, bilinguals and multilingual speakers select and deploy their languages from a unitary linguistic repertoire. However, the dissemination of the term, and of the related concept, gained traction decades later due in part to published research by Ofelia García, among others. In this context, translanguaging is an extension of the concept of languaging, the discursive practices of language speakers, but with the additional feature of using multiple languages, often simultaneously. It is a dynamic process in which multilingual speakers navigate complex social and cognitive demands through strategic employment of multiple languages.
Newcomer education is the specialized teaching of refugees, migrants, asylees, and immigrants who have resettled in a host country, with the goal of providing the knowledge and skills necessary to integrate into their country of refuge. Education is the primary way by which newcomers can adjust to the linguistic, social, and cultural environments of their new communities. Newcomer education aims to empower newcomers with a sense of self-efficacy and social integration, as well as giving them the skills to pursue employment or higher education. Newcomer education also aims to help address trauma, culture shock, and other negative effects of forced displacement. Education for newcomers can provide long-term prospects for stability of individuals, communities, countries and global society.
