...learners’ needs because ELL students face the combined challenge of learning all the academic content as other students, while also learning the language of instruction. With the rapid growth in the size of the ELL student population in the U.S., teachers who are effective recognizes ELL students unique academic needs, unique background experience, culture, language, personality, interests and attitudes toward learning for the purpose to adjust, or differentiate, their instruction to meet students’ needs. Explain how the differentiation of tasks or activities supported the English language learners' content learning and language development. Differentiating tasks or activities enables and supports ELL students in many ways. Using differentiated teaching strategies gives ELL students the leverage that is needed to be successful. In the case of the aspects of quantity and quality for example, the same reading task can be assigned to the whole class, but students do not have to do the same number of questions or exercises. The ELL students are given a choice and can choose to do one or more tasks; it is important for them to progress at their own pace and interest. Explain how the differentiation of assessments allowed the English language learners to demonstrate knowledge in various ways. Differentiation of assessment allows ELL students to demonstrate their strength and their weakness. Differentiated assessments should focus all students on the same essential learning...
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...Principles An article from the online journal of Education.com had a great article about language acquisition principles for English Language Learners (ELL). The title of the article is “Delicate Balance: Managing the Needs of ELL students” and was written by Jon Nordmeyer. The article begins with a quote from a middle school English Language Learner (ELL) that states “it is hard to be an ESL student sometimes. Between ESL students, I could make many friends, but when I have any classes like math or science I feel an invisible space between ESL students and regular students. I envy the regular students because I was good at science in my own country, and now the only reason for my C on science was pictures in the textbook” (Nordmeyer, 2006, p. 1). ELL students represent the fastest-growing student population in United States public schools and this quote is cause for immediate reactions for modifications in classroom curriculum and lesson plans. Increasing diversity, greater accountability, and stretched school budgets are some of the greatest challenges for today’s public schools. The article states that finding a balance between language learning and content learning so schools can operate on an all-inclusive classroom program is the ideal outcome. Learning academic content in English is one of the biggest problems ELL students have. This is added to other tribulations of social adaptation and acceptance, cultural changes, and personal challenges. Research consistently shows...
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...Placing a variety of books representing a more diverse culture and displaying images of cultural diverse children would add to benefit all children. Ms. Kelsie should include books with predicable and repetitive lanague, reading the books multiple times to help children understand new vocabulary. Communication Styles Ms. Kelsie allows ample playtime to promote and encouraging her ELL student’s acquisition of English. This playtime allows children to follow their classmate’s leads and communicate in meaningful ways. During the children free play Ms. Kelsie is working one-on-one with students on their daily art projects, this is a wonderful time to use explicit vocabulary to help reinforce new word meaning. She uses circle time for explicit instruction: calendar, counting, weather, ABC’s, and story time. The classroom routine is predicable allowing the children to make connections to events and their language. All children participate and respond as a group allowing ELL students the safety to join in when they feel comfortable. Values &...
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...Jim Little EDUC 608-4 June 5, 2013 Field Experience Reflection Paper When I read the syllabus for this class and saw that we were required to observe an English Language Learner (ELL) classroom I was very anxious, in both a good and bad way. I did not know of any locations that offered an ELL classroom but I also was looking forward to the experience of observing a classroom which was a totally new concept to me. I have never had the opportunity to be in a classroom with ELL students. I only spent two days observing these students but I was able to get an understanding of just how difficult this situation is for both the students as well a the teachers of these students. My observation took place in Dover High School. The ELL students consisted of ten Hispanics. Seven boys and three girls who were all between the ages of 14 and 17. Nine were originally from Guatemala and one from Mexico. Most of their academics took place in a pull out setting. Two of the girls lived with their parents. The rest were transients who were living with a relative. Most were in the legal process of obtaining legal status in the United States. Snow (1992) suggests that learning to read in the students native language is crucial to the success of the student being able to read in a second language The students were very cordial and enjoyed and enjoyed letting me follow them throughout the school day. I tried to use as much of the Spanish that I learned many years ago when I could. Much...
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...the words and phrases that are familiar to us are foreign to our students. Students need to master this language if they are to read, under stand, and discuss mathematical ideas. -Thompson & Rubenstein Thompson and Rubenstein were referring to the issue of language and mathematics learning in mainstream classrooms. They state vocabulary or the fluent use of terminology is a necessary condition for overall mathematics achievement. If the learning of mathematics is highly dependent on its language and the teaching of math vocabulary is crucial, it is doubly so for ELLs. English language learners in secondary schools should have many opportunities to communicate their mathematical ideas and questions. Talking and writing about their mathematical thinking helps ELLs build word knowledge and oral expression and clarify their thinking. Discussions with the teacher or peers are also useful monitoring tools for teachers. Through listening and recording student conversations and peer problem solving, teachers can monitor individual student progress. Mathematics is no longer viewed as isolated, individualistic, or competitive. Mathematics problems are ideally suited to cooperative group discussions because they have solutions that can be objectively demonstrated. Students can persuade one another by the logic of their arguments. Mathematics problems can often be solved by several different approaches, and students in groups can discuss the merits of different proposed solutions...
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...Language Acquisition Methods Reflection and Discussion Use of the Native Language: When teachers use the native language within acquiring language skills, it is bringing the aspect of culture into perspective. I have never seen a teacher do this in their classroom before, though I have not been around many ESL or ELL teachers. From reading the article the benefits to integrating the use of native language into their learning of the English language is to provide the students with backgrounds of their figurative language sayings to develop a better understanding of their second language that they are learning. Having students bring their native language to a forefront will help bring relevancy and a better understanding of what the teacher is ultimately trying for the student to learn. This strategy is one that I probably would avoid because the lack of knowledge I have for other languages, and I think it may have a confusing effect on the student who is trying to learn the English language. Visualization: This is one strategy that in my future teachings I will definitely use with those students who are ESL or ELL’s. According to the article, “Children relate to more visual imagery in figurative language than adults because adults are much more aware of structures, functions, and casual relationships.” (Palmer, Shackelford, Miller, Leclere, 2006) Let’s say as a teacher you are trying to explain the saying its cold as ice to the student. The teacher would have the ability...
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...Foreign Language Academy is an immersion school that services students kindergarten to eighth grade. The mission of Foreign Language Academy is that they prepare students to enter high school having met or exceeded state standards in all tested areas; to be proficient readers, writers and speakers of the target language; and to be responsible citizens. There are currently 644 students enrolled in Foreign Language Academy. Of the 644 students 40% of the students are African American, 50% are Hispanic and 10% are White. Of those enrolled 63% speak English, 35% speak Spanish and the other 2 % speak other languages. According to enrollment requirements of students speaking a language other than English at home, 38% of the students are classified as ELL students. Which is ironic since Foreign Language Academy teaches students a foreign language exclusively in Kindergarten and 1st grade so that by the...
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...make assignments, establish protocol for the finished product and work environment, as well as oversea and edit work prior to being turned in for print. 2. Based upon your experiences as an educator, how would you describe the purpose of education in our society? What do you feel are the major influences on what happens in the educational community? I feel the purpose of education in society is to help all students realize their full potential in being a successful and contributing member of society. The major influences include the political climate, technological advances, and community values and expectations. 3. To what extent do you feel the curriculum of your school (school system) is consistent with the vision/mission statement of your school or school system? The mission statement of our school system is: It is the mission of the Anne Arundel County Public Schools to educate all students to the highest standards and to eliminate the achievement gaps among all student groups. We will do this by: • Holding high expectations for all students; • Building positive...
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...Challenge BPD3100 Year:2015 Semester/ Dates: 1 2015 Location: Melbourne, Sunway KL&JB-CUFE-VU Sydney-Liaoning, Vietnam Prepared by: Andrew Stein / Maria De Sensi Welcome Welcome to this unit of study. This Unit Guide provides important information and should be kept as a reference to assist with your studies. This Guide includes information about your reading and resources, independent learning, class activities and assessment tasks. It is recommended that you read this Guide carefully: you will be expected to manage your learning as you work towards successful study. Detailed in formation and learning resources for this unit have also been provided on the Unit website on VU Collaborate which can be reached via the Student Portal at vu.edu.au/student-tools/myvu-student-por tal. It is important that you access your Unit website regularly. Acknowledgement of Country We respectfully acknowledge and recognise the traditional owners, their Elders past and present, their descendants and kin as the custodians of this land. Introduction to the unit Unit Title: Applied Business Challenge Unit Code: BPD3100 Other details: Key staff Unit co-ordinator Name: Andrew Stein Location: CF1024 Contact number: 061-99194332 Contact email: Andrew.stein@vu.edu.au Name: Maria De Sensi Location: G425 Contact number: 061-99195484 Contact email: Maria.De Sensi@vu.edu.au Teaching team Campus: Days and times: Year: 2015 Semester/Dates: 1 Credit Points: 12 alagarania@sunway.edu.my Sunway KL Campus...
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...Classroom Observation: Practicum/Field Experience Reflection When doing my observation hours for this class I went to a local elementary school in Frederick County where I live. The elementary school is called Waverly Elementary and while there I observed the ELL teacher Mrs. Megan Taylor. In Mrs. Taylor’s class there were 4 students each day that I observed. While there I noticed a lot of SEI strategies and accommodations that were used. From the time that I walked into the classroom I noticed some SEI strategies that were being used. When Mr. Taylor started teaching her lesson she always reviewed what they had learned the day before. Once they were done reviewing from the day before it led into what they were going to be doing for that day. As she taught her lesson she always referred back to what was already taught to the students. There were also many accommodations that were used in the lessons that I observed. One thing that I noticed was that if they were having trouble saying it in English she would say the word in Spanish. When this was done the students better understood what word was trying to be said. One thing that they did was use note cards to learn the words for the lesson. They had English note cards and Spanish ones; they then had to match each word with the different language note card. Another accommodation that I saw was while they were reading. They would read the book together in English and then if they were unsure of a word they would...
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...enthusiasm for Social Studies, students and learning would make me an excellent candidate for this position. I believe as educators we are ourselves are constantly learning what works and what doesn’t work by our diverse students and it is essential as teachers to keep in mind the needs of each and every one of our students. I am confident that my lesson plans and curriculum are designed to fit the requirements of the New York State Standards and the Common Core, which also reflects my contribution as a teacher to the classroom. I have a strong understanding of student development and have been consistently recognized by my cooperating teacher and her administrators for the relationships I create with my students in conjunction to the functionality of the classroom. My purpose in the classroom is to create a free space where students can engage in critical thinking, making inferences and supporting their ideas and opinions with primary and secondary sources. I believe it is important to utilize up to date pieces of information to engross the student’s attention and participation in the classroom. Being that our students are technologically savvy I also believe it is important to incorporate technology into lesson planning. I am also fluent in Greek and am to communicate with students and parents from Greek-speaking households in hopes to promote their parents in the student’s education. In conjunction I make sure that I accommodate the ELL students by providing them the sources...
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...Teaching: Bridging the Gap The changing demographics in classrooms are not often reflected in the pedagogies, curriculum and strategies used in represented grade levels and content areas by the education professionals that drive our education system. Recent research has considered the idea that culturally responsive or culturally pedagogical teaching may be the answer to closing the achievement gap created by the absence of cultural awareness. The concept of cultural awareness may be simply defined as an understanding and awareness of the diversity in the classroom (Villegas & Lucas, 2002); however, such a simplistic definition does not recognize the many dimensions involved in the pedagogy of culturally responsive teaching, which for students includes seeing germane links between subject matter and lessons and their experiences outside the context of the classroom and how those links influence what and how they learn. The purpose of this literature review is to examine the many facets that make up the term Culturally Responsive Teaching (CRT) and the impact and implications implementing such a broad concept may have on the education system. While the literature discusses several topics connected to CRT, I will confine this review to the following: (1) CRT Background/Definition (2) The methods of study, the participants involved and the significance of the outcomes (3) and finally No Child Left Behind (NCLB) and mandated curriculum vs. the use of CRT based curriculum. I...
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...purpose as well as how they benefit students and help guide teachers’ instruction. I. Classroom Assessment A. Planning for Assessment Considerations for each student include: 1. Background knowledge (What do students know about this concept) 2. Vocabulary 3. Comprehension (How well are students understanding the concept) 4. Completion of work 5. Work habits 6. Work well with classmates 7. Ability to apply material learned (Tompkins, 2000) B. Monitoring Students’ Progress There are several ways teachers can keep track of student achievement: 1. Observations—Focus on literacy, not behavior 2. Anecdotal notes—quickly jotted notes 3. Conferences: a) On-the-spot: Brief, approximately 1 minute, at student’s desk b) Planning: Scheduled with student ahead of time to discuss concepts, vocabulary, or writing c) Revising: Discuss rough draft and make suggestions to revise d) Book Discussion: Discussion of currently read book e) Editing: Correct mechanical errors in writing f) Evaluation: Discuss growth, reflect on goals met 4. Checklists-Criteria students are expected to meet (students know criteria before completing assignment) C. Evaluating There are a few ways to evaluate student learning: 1. Students’ work samples: Collect student work and monitor progress and growth (great way for students to see their accomplishments) 2. Rubrics: List criteria students are expected to meet and are used...
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...Education University of British Columbia 2125 Main Mall Vancouver, BC V6T 1Z4 Canada Courier: 2034 Lower Mall Road University of British Columbia Vancouver, BC V6T 1Z2 Canada Qualitative Approaches to Classroom Research 2 ABSTRACT This chapter provides an overview of recent qualitative research in classrooms examining English language learners (ELLs). I first present common features of qualitative research and review debates regarding research paradigms in the social sciences and humanities. I also discuss the role of triangulation and capturing participants’ insider or emic perspectives in qualitative research and highlight various data collection methods and ways of combining macro-level and micro-level analyses, particularly in ethnographic research. Ethical issues, difficulties obtaining informed consent in classroom research, and criteria for evaluating qualitative research are then considered. Three qualitative studies that have been deemed exemplary and meritorious by scholars in English language education are then presented and some common themes in current qualitative classroom research with ELLs are identified. The chapter concludes with directions for future qualitative research. Introduction Over the past 2 decades, research in language education, as in other academic disciplines, has witnessed a major shift in the types and methods of research that are accepted as valid, important, and useful. Whereas quantitative studies of a psychometric...
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...HOW DOES A MUSIC PROGRAM AFFECT THE READING FLUENCY OF SECOND GRADE ESL STUDENTS? by Candace Rose Cooper A Thesis submitted in partial fulfillment of the requirements for the Master of Arts degree in English as a Second Language Hamline University St. Paul, Minnesota April, 2011 Committee: Ann Mabbott-Primary Advisor Cynthia Lundgren-Secondary Advisor Kristin Weidlein-Peer Reader To my aunt, Mary Lou Merdan, Ph.D., who dedicated her career to reading literacy through the education of children and teachers. ii TABLE OF CONTENTS Chapter One: Introduction……………………………………………………………….1 Folk Songs………………………………………………………………………...1 Background of the Research………………………………………………………3 Benefits of Music Education……………………………………………………...4 Conclusion………………………………………………………………………...5 Chapter Two: Literature Review…………………………………………………………7 Music, Motivation, Language, and Reading Fluency……………………………..7 Music and Language…………………………………………………………..…..8 Music and Motivation……………………………………………………………10 Oral Language……………………………………………………………………15 Reading Fluency…………………………………………………………………17 Strategies for Enhancing Reading Fluency………………………………………21 Fluency and ELLs…………………………………………………...…………...24 Fluency Assessment……………………………………………………………...25 Conclusion……………………………………………………………………….29 Chapter Three: Methodology…………………………………………….……………...31 Participants and Research Design………………………………………………..31 Research Paradigm…………………………………………….………………....31 Setting………………………….………………………………………………...32 iii Participants………………………………………………………………………...
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