Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Factors affecting learning process
Factors affecting learning process
Don’t take our word for it - see why 10 million students trust us with their essay needs.
There are a lot of students being placed whose primary language is not English. Students walk into a mainstream classroom not being able to speak English. Students in this situation are call English Language Learners(ELLs). These students are not receiving appropriate language support to succeed in their language development which is causing them to not have the ability to acquire language. When reading the scenario that was asked for this assignment, I noticed that the teacher didn 't use a lot of strategies to help the ELL students develop language development. But the strategies he did use I thought were a great start. He was trying to lower the effective filter by attempting to give the students positive gestures and smiles to help …show more content…
Teachers can do this by providing comprehensible input, stay positive and compliment the students to help with their confidence, this will help lower the affective filter. In this scenario Mr. O 'Molley did do this by assuring Maria with positive gestures and smiles. But other then that he didn 't do much more. Mikhail has various levels of language acquisition. She seems to have a higher speaking level, which can help him to communicate well with others in the class. Students have a lot of language acquisition levels but are overall level in which can be misleading to teachers and causing damage to the student 's language development. Mr. O 'Molley should assess both ELL students to help him understand their current language acquisition level. A high-quality academic standard that is being used is Common Core Standards. ELL students are required to be assessed which allows the students to show their knowledge. Assessments allow student 's to show their knowledge in many language domain areas on assessments no matter their level in language proficiency. Assessments will show the teacher where the student is on their language level and comprehension. This will help teachers differentiate lessons for the students so they can succeed and get better in the
Much research was completed for the making of this article. It was found that ELL’s need time to develop oral English proficiency, teachers need to use ongoing authentic formative assessments throughout the year due to
...he assignment or did not try their best. Another one of the strategies that I have seen quite often is the disrupting student read-aloud. This has happened to me while teaching many times. I honestly most times thought that these children were causing a ruckus and interrupting because they had behavior issues. Now after reading this section I am much more aware that the instances I have encountered could have been just the child not understanding. After reading this article I feel like I have a fresh and new look on how to better spot children who are falling behind in their language proficiency.
Teachers also find it difficult, due to lack of training, having ELL’s with learning disabilities in their classrooms. More teachers would find their selves comfortable if they had training in dealing with ELL’s and ELL’s with learning disabilities. This paper discusses the issues and the concerns teachers have in dealing with ELLs and ELLs with disabilities, the challenges of identifying individuals with learning disabilities, and what type of assessments classify English Language Learners as having a learning disability. First, teachers are rarely prepared to handle the challenges of assessing students who have a learning disability coupled with limited English proficiency (Haung, Milczarski, Raby, 2011). Teachers usually have trouble distinguishing between a learning disorders and acquiring a second language.
There are several key ideas that are crucial to understanding the best way to teach young, ELL students. The first idea is the importance of recognizing ELL’s feelings of isolation and alienation. When a teacher recognizes this, they are more capable of helping the student feel a part of the class. The student will struggle to participate if they do not feel like they belong with the other students. There is not only a language barrier, but also sociocultural differences that prohibit them from feeling accepted. Tiffany emphasizes the importance of acknowledging this problem and being aware during classroom activities. She suggests that you get a deep understanding of their cultural background, not just a “touristy” one.
Due to the rise in immigration and the demographics of classrooms in America are changing. As a result, English Language Learners are becoming more common in schools. English Language Learners make up one of the largest demographics in the American Classroom (Flynn & Hill, 2005). These students have been observed to have a major achievement gap because many of these students are placed in mainstream classrooms with basic literacy skills. Many English Language Learners are born in the United States (Goldenberg, 2008). These students have only attended the school system in America. However, the achievement levels are nowhere near the level of their peers. According to Calderon, Slavin, and Sanchez (2011) “these students, who have been in U.S. schools since kindergarten, are still classified as limited English proficient when they reach middle or high school— suggesting strongly that preschool and elementary programs are not adequately addressing the needs of English learners.” The achievement gap between English Language Learners and native English speaking students is extremely high. English Language Learners tests scores are low. According to the 2007 National Assessment of Educational Progress, “fourth grade ELLs scored 36 points lower than their peers on the reading section of the test and 25 points below their peers in math. The results in eighth grade were worse with a difference of 42 points in reading and 37 points in math” (Goldenberg, 2008). The gap between ELLs and non-ELLs are three to eighteen points larger then students from low-income households.
I found it interesting that of the three ELL teachers interviewed, only one had a personal ELL experience. This teacher teaches at my middle school. She moved here from Poland when she was nine years old. She didn’t know any English besides basic words like colors and days of the week. This personal experience can help her immensely, because she understands the experience of her students and the students can relate to her. This teacher is the only one who is bilingual of the three I interviewed. Interestingly, it is also two of the three teachers first year teaching ELL. These two educators were aides in the program before this teaching job, and they both received their endorsements from the IRC. The other elementary teacher has been teaching ELL for twenty years, and has lots of experience.
One of the first challenges that ELL instructors must come to terms with is the identification and assessment of their students’ learning capabilities in their classroom. Traditional identification instruments designed for English speakers may not be valid with English language learners. Identification of English language learners with special needs should include consideration of several factors, such as family history, developmental and health history, first language and literacy development, previous schooling, and the learners' current academic ability, just to name a few. Learning in any language is affected by learning disabilities, but second language learners with special needs present additional educational challenges. According to the British Columbia Ministry of Education, Skills, and Training (Fowler & Hooper, 1998), instructors of English language learners with special needs should consider the cultural, developmental, and first language background of the learner. They should also do the following: (1.) Provide a highly structured learning environment; (2.) Focus on contextual learning;
Because America is such a diverse country, public schools are faced with the challenge of providing students from all over the world with a quality education. As Chen points out “public schools have embraced the linguistic challenge presented by immigrant students” (¶1). Then, No Child Left Behind law was approved, and it required every public school should have an English Secondary Language (ESL) program that will provide the “academic support” for English Language Learners (ELLs). ELL parents are happy that their children are getting education help from the school, but it has raised the question of how successful are the ESL programs? Do ESL programs provide enough “academic support” to all ELL students? Do ESL programs have enough tools to help students learn English? Some ELL parents complain that ESL programs do not help their child learn English. A successful ESL program is not based solely on the test scores, but also the ability to connect parents, teachers, and students together to strengthen tools that will help ELL students to learn a new language in reading, writing, and speaking.
Despite the high number of ELL students, it is difficult to know, because of lack of data to see what type of educational programs they participate in. According to Prospects, a 1995 national survey, reading and math were taught in programs using bilingual education in less than half of first and third grade classrooms serving limited English proficient students. Offered more frequently were programs where instruction was offered only in English, or where instructional aides, not teachers, were the vehicles for native language instruction.
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. 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,
After viewing the panel discussion about how our local school districts have implemented English Language Learning in their school, I am very intrigued. From what I gathered the field of ELL is a growing industry in education, especially in Colorado Springs. We have ELL’s students coming from all over the world. Here in Colorado Springs alone, school districts have to accommodate for over fifty different languages spoken by ELL’s. I can only imagine the challenge that comes with such a diverse group of non- English speakers in our community schools.
English is one of the world's fastest growing languages. What's interesting is that this increasing number is comprised of non-native speakers. Simply put, a non-native speaker of English is one whose first language is not English. It's no surprise then that that there are more non-native speakers than native speakers of English seeking employment in the TESOL field. However, in looking at job postings for ESL teacher positions most (about 80%) of these positions require that the candidate be a native speaker of English (“Dave’s ESL Café”- various job postings). Why is so much emphasis placed on "native speaker?"
These assessments are integrated for ELLs to assess prior knowledge, what they comprehend during the lesson, and summative helps teacher to see what they need to review. Mrs. Thomas assessments for ELL students is more on the authentic side because she tries to align with proficiency levels. The SIOP benefits for native speakers and English as an additional language is being able to connect language with instruction through a lesson plan with eight components (Sheltered, 2015). I learned that this is very helpful to be organized and delivery high quality instruction which helps all students even
EFL students’ attitudes toward learning English language: The case study of English major students in Faculty of Education.
Gottlieb state, “The common language assessment, Gottlieb proposes, is language-centered assessment geared toward English learners. It is a type of classroom-based assessment aligned well with the instruction students receive. Yet it also ensures the validity, reliability and usefulness of test results through school-, district-, and community-level collaboration and commitment” (2012). On can see, that common language assessments holds its value on gathering accurate data. Data that is reliable and valid because it is aligned with the concepts that the students are going to learn. This is very important because the students should be meeting the state objectives and the assessments are there to help the teacher gather information to make the objectives understandable to the ELL community. This way the students are meeting the objectives; as oppose, to meeting partial of it. As a result, this is the importance of establishing language benchmarks; in addition, this is what gives the teachers the breakdown of the language need to teach the objective. In other words, the benchmarks let the teachers know what is expected from each student and what additional resources is need to help