English Language Learners (ELL) require thoughtful and careful instruction for both reading and writing education. Both of these skills are necessary for a bright future and to be a functioning citizen in Canada. Those that do not possess considerable literacy levels will be effectively 'locked out' from so much knowledge, information and ideas that are part of the culture of society (Christie 1990, 20). Having a low level of literacy usually means acquiring an unskilled job. The relationship between literacy levels and poverty is something that should not be ignored (Gibbons, 2002). Developing literacy skills in ELLs is a daunting task and especially with students that have not developed those skills in their first language originally. Through the Curriculum Cycle and proper scaffolding of writing strategies, this paper will provide a lesson plan that will help develop an ELL's writing skills. It will include many different tools that will help students gain an understanding and confidence of the narrative writing form. This paper will target ELL students of a secondary age level. It will be assumed they are between levels 3 and 4 of the Ministry of Education ELL/D Performance Standards. This level of student will often need help to elaborate on certain ideas. Sequencing is generally good at this stage, as is accessing prior knowledge, however, a graphic organizer can always benefit a student no matter what level. Grammar is improving greatly through these stages, but things such as homonyms and figures of speech will still be difficult (BC Performance Standards, 2001). Having the students learn how to write a narrative will complete a Prescribed Learning Outcomes for English 10: writing in a variety... ... middle of paper ... ... more likely the students will write effectively. When they feel in control of their writing they will gain confidence and be proud of their achievements (Gibbons, 2002). Works Cited 1. British Columbia Integrated Resource Package (2007). English 10 2. Cummins, J. and Schecter, S. (2003). Multilingual Education in Practice: Using diversity as a resource, Ch.3: Valuing Multilingual and multicultural approaches to learning, pp. 32-55. 3. Delpit, Lisa D. Other People's Children: Cultural Conflict in the Classroom. New York: New, 1995. Print. 4. Derewianka, B. 1990. Exploring How Texts Work. Portsmouth, NH: Heinemann 5. Gibbons, Pauline. Scaffolding language, scaffolding learning: teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann, 2002. Print. 6. Ministry of Education ESL/D Performance Standards, (2001).
The purpose of this study is to figure out which ways experienced teachers work best with culturally and linguistically diverse students. This study illustrates which strategies experienced teachers have found to work best. The diversity in school in the United States has increased each year. This means that there are an increasing amount of students who are learning English, English language learners (ELLs). This article comes from the perspective that each child should be taught to their specific needs. All students deserve a fair chance to learn. Fair means that every student is treated differently, not equally. Every student learns differently. In order to give every student a fair chance at learning, you must teach them according to their needs. An experienced teacher, Tiffany, describes her experiences working with culturally and linguistically diverse students. This study watches her methods and discusses what works based on data analysis of the success of her students.
Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from 1-8 we must keep in mind that everyone is unique and process things within their own time table.
In 1995, Delpit published Other People's Children: Cultural Conflict in the Classroom. Although the excerpt analyzed in this paper is from a larger work, it was written by Delpit (1995) as a self-contained speech. This excerpt includes many of the concepts Delpit believes to be the basic cultural conflicts in the classroom, which are stereotyping, child-deficit assumptions and student isolation and invisibility. Delpit's goal is to "remove the dynamic of oppression that are inherent in any classroom…that come together when (primarily white) teachers spend time with 'other people's children'" (Delpit, 1995, pg.69). Through Other People's Children: Cultural Conflict in the Classroom, Delpit lays the foundation for multicultural education and details ways teachers can solve the inherent problems that arise as a result of many cultures interacting in the classroom. The purpose of this paper is an analysis of this text through an analytic, interpretive and normative reading.
Supporting Literacy and Language for English Language Learners Teachers have a diverse group of learners in a classroom. English Language Learners represent a rapidly growing number of preschool age children. Preschool teachers need to nurture and provide culturally and linguistically support for them to succeed in literacy and language. It has been proven educators support English Language Learners to gain literacy and language knowledge by encouraging children’s home language, social interaction, guided dialogue, and direct instruction. These foundations and resources serve to make the connection with English literacy text, language, and develop academic strengths.
Ryan, Francis J. "The Perils of Multiculturalism: Schooling for the Group" Educational Horizons 7 Spring 1993:134-8
English language learners are at different levels of proficiency. Listening, reading, verbal, and writing skills of ELLs will require a variety of instructional levels to meet their varied needs. Understanding the knowledge, skills, and abilities of the learners, will enable the teacher to develop lesson plans that meet and challenge the skill levels of each student. Writing is one of the most productive activities for ELLs (Saville-Troike, 2012). Writing is a common method for testing knowledge and is used frequently for academic
This artifact is a lesson plan I designed for a second grade class teaching grammar, writing, reading comprehension, connections to art, and project presentation that demonstrates my ability to support and expand each learner’s expression in speaking, writing, and other media. The lesson begins with grammar instruction, guided practice, and individual practice, which expands the learner’s writing skills. The learner’s writing expression is also supported through guided practice during the ‘Checking for Understanding’ section of the plan and expanded through the challenge of creative writing in the ‘Independent Practice’ section. I support each learner’s speaking skills by grading each student at or slightly above his or her level during the
In order for multi-cultural education programs to achieve their goals, they must aim at knowledge through engagement and inquiry-based activities that build on cultural similarities and differences and life experiences of students themselves. As Nieto and Bode (2013) stated, “True multicultural education both generates coherence and synergy from student and community diversity, and teaches students how to continue to thrive in, benefit from and contribute to the pluralistic world in which they will inevitably
WORKS CITED Krashen, Stephen. The. Principles and Practice in Second Language Acquisition. New York: Pergamon Press, 2003. 1982 Omaggio, Alice C. Teaching Language in Context.
The development of the global community as a result of advances in technology and transportation has rendered ability to speak and write in a second language increasingly important for educational, business, and personal purposes (Wiegle, 2002). Today, writing is considered a unique language skill with its own features and conventions. The difficulty of learning and teaching L2 writing is now appreciated by educators. Teaching L2 writing to second language learners, on the other hand, is important because mastering writing skill is especially difficult for second language learners, yet it is a vital skill for academic or occupational success. Moreover, writing has a positive effect on academic language proficiency, as it involves exploring advanced lexical and syntactic expression (Warschauer, 2010).
Culture is a powerful influence plays a big role in our interactions. Culture may also impact parenting style and a developing child. Having a strong sense of their own cultural history and the traditions associated with it helps children build a positive cultural identity for themselves. This also supports children’s sense of belonging and, by extension, their mental health and wellbeing. This class is crucial in understanding and working well parents, staff, and children. An effective educator understands how students’ cultures affect their perceptions, self-esteem, values, classroom behavior, and learning. As director, I need to use that understanding to help my students and staff feel welcomed, affirmed, respected, and valued. One way that I can do this is by using multicultural literature, especially children’s literature, to honor students’ culture and foster cross-cultural understanding. If cultural differences are not understood by teachers and management, it can lead to miscommunication and misunderstandings on both sides. It will be my job to do all I can to overcome both language and cultural differences to ensure a positive learning environment for
Suggestions have been made (DiPietro, as cited in DiPietro J. R., 1981) as to how the ESL/EFL teacher can provide diverse learner personalities with strategically oriented material. Students get the chance to practice discourses in classroom settings but not always in the same way that the learners will use in real-life interactions. This article proposes a categorization for different roles of English learners in the classroom. The author established three types of roles: social, emotive, and maturational. He believes that through a multidimensional model of dialogue, some exercises can be developed and implemented in the classroom to lead these second language learners to role play in simulated natural setting while acquiring knowledge of the grammatical structure of English.
South Africa is country with eleven official languages. The majority of learners will have their primary through tertiary schooling in an English of Afrikaans medium institution. Most of these learners are not English mother tongue speakers and this can be a huge barrier for effective teaching to take place. Walton (2013: 131) states that different learners will require different scaffolding, depending on their current readiness to learn and all learners do need scaffolding to support them in moving from their current skill to a more difficult level. In this paper I will discuss how scaffolding can be used to help the teacher approach this problem and different strategies a mathematics teacher can use.
This paper looks at what some call an important method of delivering (Shoebottom, 2001) what Stephen Krashen (1981) calls “comprehensible input” in language acquisition: visual scaffolding. It begins by discussing Jerome Bruner’s theory in Instructional Scaffolding. Building on the theoretical background, the paper then addresses aspects in effective visual scaffolding, first in general, then specifically in Teaching English to Young Learners (TEYL). Also, it reviews research and literature in the use of visual scaffolding in TEYL. Additionally, it gives examples of visual scaffolding in the English Language Development (ELD) classroom of Young Language Learners (YLL). The paper then concludes that English Language Teacher (ELT) should use visual scaffolding to assist in delivering input that is indeed comprehensible.
...before she introduced the new terms and vocabulary. Finally, Bruner investigated how adults use language to mediate the world for children and help them solve problems. Children learn effectively through scaffolding by adults. This technique is based on taking step by step for building knowledge. It suggests that a teacher can scaffold children learning in different ways. For example, students face difficulties in reading lessons in the first stages; therefore, the teacher has to use visual and auditory materials before she enrolls in the lesson, such as realia, pictures, and videos. This will helps the child to predict what the story is about. In addition, she has to introduce the new terms which are difficult for a child to pronounce it. These techniques and instructional strategies are most effective for teaching English as a foreign language for young learners.