In the IRIS module “ teaching english language learners: effective instructional practices” Many topics are addressed that can be useful in my projected career path as an elementary school teacher. IRIS provides tips and examples on how to teach, instruct, evaluate and asses ELL students.
The second tab of the module introduces the concepts of Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP). BICS is more of a social language ELL students learn through daily communication with peers and usually is learned within a couple of years. ELL students will begin to feel confident in social settings and informal conversations with this skill will not be enough to progress at the educational level. CALP
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In the assessment tab the video of the Vaughn Gross Center for Reading and Language Arts demonstrates several instructional supports. Beginning with Background knowledge in their native language. Gollnick and Chinn (2017) state “Some concepts acquired through learning their first language (e.g., Spanish) can be transferred to a second language (e.g., English) when a comparable concept in the second language is encountered.” (Pg.170) and this is applicable in the video when the teacher begins with asking questions about the students grandparents in Spanish prior to beginning the story. Applying prior knowledge is a great way for teachers to stimulate interest, make subject more interesting and boost motivation. This teacher does an even better job by doing so in native language, this will make the students exceptionally engaged. Another teacher introduces vocabulary to her ELL students prior to reading the story. The teacher demonstrates the words on a flash card, pronounces the words and provides example sentences with the vocabulary words prior to reading the story. This is exceptionally important for ELL students comprehension in english. Incorporating a thumbs up for recognition of the words is a great tool in assessing the retention and comprehension of the student. As the school year progresses so do the students academic vocabulary, when asked a question about spiders
These discussions need to be meaningful and have purpose to create a higher chance of student engagement and participation. The article states, “cooperative learning is a natural way to provide opportunities across the curriculum” (Wright, 2016, p. 28-29). The smaller the group, the more likely the ELL student is to add to the conversation, as native English speakers typically dominant whole group discussions. It is important that every student in the small group contributes so the ELL student can hear and practice their own oral language. There are many activities that could be used to ensure this engagement, such as think-pair-share, that requires students to work together and actually get information from each other. Activities that cannot be completed alone and require the thinking of another student would be best for this
...ell can work together to solidify the learning environment for the student in need and create a better learner as a result.
In Yorba Buena high school, English Language Learning (ELL) student face obstacles connecting with the textbooks and comprehending the academic content. Section 10.1 of the Algebra 1 textbook (Larson, Boswell, Kanold & Stiff, 2007) is analyzed for comprehensibility and strategies to support students to connect with the text at intellectual level (Vacca, Vacca & Mraz, 2011). The chapter ten of the textbook will be thought at a tenth grade class during the week of March 11, 2012. Most of the learners in this Algebra 1 class are classified as level three and level four ELL students (California department of Education, 1999) and most of the students speak fluent conversational English. A page from section 10.1 of the Algebra 1 textbook is included (Appendix A, Figure x), page consist of about 250 words and defines five new content specific low frequency vocabulary.
...gies that can be implemented to diminish the achievement gap. Some strategies include pairing up the ELL student with a buddy in the class and incorporating the use of group work to help the student feel more comfortable asking questions and for help; also allowing the ELL student to practice their English with their peers.
Short, D., & Echevarria, J. (2004). Teacher Skills to Support English Language Learners. Educational Leadership, 62(4), 8-13. Retrieved from Academic Search Complete database.
Teachers who work with English Language Learners know that academic language takes longer to achieve proficiency in than does conversational language. On average, ELL students need at least two years to achieve conversational language and, five to nine years to develop academic language proficiency. Many English words ELL students are exposed to in school, they have not yet learned or even heard in their first language, which makes transference of knowledge impossible. The vast differences in the ability to use conversational versus academic language can be a hindrance to these students and have lasting effects on their academics and therefore, their lives.
racie Allen of the comedy team of Burns and Allen was once asked how one should speak French. She replied, “Well, you speak it the same way you speak English; you just use different words.” When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation, building background, and comprehensible input, we can indeed teach our future English language learners all the right moves with all the right words.
Mrs. Hamm discussed that she actually uses three different programs to help teach language and literacy to her students. The first program, which is actually her favorite of the three programs, is called “Read Aloud Library”, the second program is called “Language for Learning” and the third program is called “Reading Mastery”. Mrs. Hamm discussed the programs as being very helpful tools in helping children develop their reading skills. Mrs. Hamm integrates literacy in her classroom in many different ways. In the different programs, the students read one book together in which they work on for the week by breaking down the chapters so that children can retell the story and learn th...
This researcher also points out, that 30 minute blocks of the native language development led to important gains in oral capability for Spanish (Goldenberg, et al.,). Students must be well knowledge in their home language before adding a second language. School Home
In order for English language learners to become successful readers, they need to be provided with a variety of teaching methods. Students may struggle with different types of literacy problems. Some may have difficulties with comprehension or fluency, while others may need support understanding spelling or letter-sound relationships. Therefore, my theoretical framework includes material with many instructional tools, online resources, and practical strategies which will benefit struggling ELL readers. Beeman, K., & Urow, C. (2013).
Word walls are also a great support for ELLs, and may be organized around a number of concepts, including the alphabet and phonetic sounds, new vocabulary words, sight words, grammar rules, conversational phrases, and writing structures.” (Walker) Teachers who support the students while learning the English language go out of their way to find new ways to help their education needs as describe by the last passage above. In addition to teacher supporters they take the time to know the student in order to better prepare their lessons to make them effective for the student as possible as describe in “Even if you don't know a student's native language, being aware of native language influence will allow you to target your instruction. Help students by providing a model of how to use sounds, structures, and vocabulary correctly in English.” (Walker) the teachers that do not support the students normally find it very difficult and wait for someone to help them or train them.
This topic is really interesting and has many great points I was not aware of before. Wright, W. E. (2010). Foundations for teaching English language learners:
Becoming a Language Teacher is a valuable tool, which provides a practical guide to the skills and knowledge needed by teachers to address the diverse needs of language learners. Today, mainstream classroom teachers work with learners with a diverse range of backgrounds and therefore teachers face multiple challenges; they need to teach content-area curriculum while at the same time supporting students ' language development. Thus, what makes the second edition of the book stands out is that it addresses both the academic and language needs of language learners, and it supports novice language teachers at the beginning of their teaching careers. Its goal is to help teachers become creative, competent, supportive and up-to date language teachers
In this strategy ELLs can learn to summarize a story identifying the main idea in some detail. They will also be able to make short, oral presentations and use appropriate gestures. The teacher should be aware of their students reading level and make sure that the text is readable for them. Text readability is important in this strategy, if the student is a beginner ELL they may not recognize many words in the story.
Curtin, E. M. (2006). Lessons on effective teaching from middle school ESL students. Middle School Journal, 37(3), 38–45.