How to learn Spanish Language in Mumbai

Spanish Language classes should have exercises at the end of the lesson you learn: At Spanish Language Courses the textbook provided to you should have exercises at the end of the lesson so you can practice the grammar and vocabulary of that lesson. In the exercises it should ask you to write the subject pronoun between brackets so that you learn them and remember them. For example; Father (Padre), Mother (Madre), I (Yo) and the like

Spanish Language Classes must follow a step-by-step approach in teaching you: If you’ve chosen to learn Spanish you must learn it step-by-step to be able to speak it like the Spaniards. The first step to learning Spanish is starting with the alphabets, then vowels, then grammar then sentences and so on. At our Spanish Language institute in Mumbai (Thane, Dadar, Vashi, Borivli and Ghatkopar) its made sure students understand each lesson or unit before tackling the next. In particular, a sequential approach should be taken to teach grammar. For example: If you don’t understand how to use direct-object and indirect-object pronouns, you’re less likely to understand the concept of reflexive verbs – hence these are covered in the apt order
Spanish Language Classes must teach you word pronunciation appropriately: Poor pronunciation habits can be hard to break but Spanish pronunciation is easy to learn because of the consonants that are pronounced are almost like their English equivalents. Say for example:

CH is pronounced the same as the “ch” in “church.”

S is pronounced like the “s” in “simple.” You do not give it the “z” sound heard in “wears” and many other English plural words, although it can be slightly voiced (like a soft “z”) when it comes before an m, b, d, v, g, l, n or r. Examples: “Susana”.

Learn Spanish language and such variations at our Spanish Language institute in Mumbai (Thane, Dadar, Vashi, Borivli and Ghatkopar)

Effective Bilingual Teaching

State licensure policies for bilingual teachers reflect a common knowledge base about what knowledge, skills, and abilities are required for effective bilingual program implementation and classroom teaching. In California, as elsewhere, state agencies and institutions of higher education continue to refine and augment the knowledge and research bases for teacher certification. This expanded knowledge has been applied in teacher education and credentialing programs for enhancing the effectiveness of teachers who work with English language learners in various types of programs.

Policy initiatives that increase the rigor of testing and academic demands for earning bilingual teaching certification are responses to changes in federal and state laws and policies regarding the education of English language learners (ELLs) and the demand for teachers with bilingual teaching skills. As the research evidence supporting effective bilingual teaching practices expands, programs and licensure regulations for certifying bilingual teachers will benefit. Distinguish between challenges to students’ learning based on their lack of language proficiency to express their knowledge of content and when the concepts or content knowledge needs to be developed through language that students have mastered. Knowledge of effective grouping patterns according to students’ dominant language and L2 proficiency. Selection and adaptation of L1 and L2 materials and texts for grade-level instruction in L1 and developmentally appropriate materials in L1.

Knowledge of cross-linguistic transfer theory and the connections between students’ academic knowledge and their growth in L2 proficiency. Ability to develop critical thinking skills in L1 and to present increasingly challenging content material in L2 as students’ proficiency increases. Ability to determine what content needs to be introduced, practiced, and assessed in either L1 or L2 at points in time in the curriculum. Knowledge of the benefits of bilingualism and the expectation that students become fully bilingual and biliterate. Knowledge of bilingual language use in the students’ homes and community and affirmation of the use of two or more languages as a resource. Expectations that students will become fully linguistically and culturally integrated into society as bilingual individuals.