Concepts and References The purpose for the development of an English Language Learner intervention was that many students who had tested out of the ELL program were not finding success in most of their classes. There was a recognized need for intervention in this area. One of the action plan goals is to increase the graduation rate from 86% to 91%. Also to increase the English Language Arts proficiency scores that have decreased from 48% in 2012 to 23% in 2013. Lastly to increase the Math proficiency scores which have also decrease from 37% in 2012 to 29% in 2013. In order to achieve these goals the ELL coordinator began the intervention by meeting with students who are not currently enrolled in her Sheltered English class, who were …show more content…
The learning plan addressed the students test scores in reading, writing, mathematics, and science. The data used in the development of the plan included CAHSEE, CST, and benchmark scores. The next part element of the plan was a discussion of the subject area or areas wherein the student was in need of intervention. Once these areas were identified, the student’s specific needs in the subject were discussed, and an intervention, complete with strategies, was developed. The student was then monitored every six weeks to determine whether or not the student had made satisfactory progress or achieved mastery. The students were also asked to reflect on how the intervention process was working. If the students were not being successful with the intervention, the next step was to hold a student support team meeting to discuss remediation strategies, including alternative education or career and technical education to meet graduation requirements. The parents of each student were also included in the meeting, so that the ELL coordinator and parents could discuss strategies the parents could use …show more content…
(2011). A Guide for Engaging ELL Families: 20 Strategies for School Leaders.
Francis, D. J., Rivera, M. A. B. E. L., Lesaux, N., Kieffer, M., & Rivera, H. (2006, October). Practical guidelines for the education of English language learners. In Presentation at LEP Partnership Meeting, Washington, DC. Available for download from http://www. centeroninstruction. org.
Himmele, P., & Himmele, W. (2009). The Language-rich Classroom: A Research-based Framework for Teaching English Language Learners. ASCD.
Huebner, T. A. (2009). Small-group intervention for ELLs. Educational leadership, 66 (7), 90-91.
Jesness, J. (2004). Teaching English language learners K-12: A quick-start guide for the new teacher. Corwin-volume discounts.
Sun, J. W., Nam, J. E., & Vanderwood, M. L. English Language Learners (ELL) and Response to Intervention (RTI): Information for K–6 Educators. Helping children at home and school III: Handouts for families and educators. Bethesda, MD: National Association of School
“Let Them Talk!” written by Wayne E. Wright is an article that focuses on the idea of promoting English Language Learners (ELL) oral-language skills in the classroom instruction time to improve their literacy and academic achievement. Too often are an ELL’s speaking and listening skills overlooked and not given enough attention to, even though it is one of the most important parts of communication. Wright encourages teachers working with ELL students to allow time for the student to adjust, not to pressure them into their language development, respect their various stages, bring them into whole class and small group discussions, correct simple language errors in speaking that impeded comprehension, and have them interact and communicate in the classroom for meaningful purposes.
In the United States, there has been an increase in in the number of children from Spanish speaking backgrounds. The English Language Learners, commonly known as ELL’s, are being placed in Special Education without being properly tested for a learning disability. However there are a large number of ELL’s with learning disabilities in elementary grades that truly have a learning disability and are over looked. Many school districts have problems placing ELL’s. As a result these students end up in special education whether they have a learning disability or language impairment. Teachers are also indecisive when dealing with ELL’s. Most teachers recommend that ELL’s be placed in special education from day one. It is not because the child has a learning disability, it’s because most teachers are not properly trained to interact with ELL’s. 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.
Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective Instruction for English . Future Of Children, 21(1), 103-127.
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.
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.
Short, D., & Echevarria, J. (2004). Teacher Skills to Support English Language Learners. Educational Leadership, 62(4), 8-13. Retrieved from Academic Search Complete database.
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,
Tchudi, Susan J, and Stephen Tchudi. The English Language Arts Handbook: Classroom Strategies for Teachers. Portsmouth, NH: Boynton/Cook, 1999. Print.
English Language Learners (hereafter referred to as ELLs) currently comprise 10% of the total school population in the United States (National Center for Education Statistics, 2005). It is a population that is going to continue to increase in American public education and their specific needs for learning literacy are of great importance to teachers. Since schools and teachers are increasingly judged based upon the academic achievement of students, then the success of the growing population of ELLs is going to be increasingly important. In the present paper the role of the teacher and specific research-based literacy strategies for ELLs is investigated.
English language learners in United States face multiple challenges for achieving academic success. In order to successfully complete a task, they need to master both English as a language form and how it is used in core content classes. Consequently, teachers need to implement different content-area instructional approaches and methods in order to help the ELL students. Among these methods are the Content-enriched English as a Second Language (ESL) instruction, the Cognitive Academic Language Approach (CALLA), and Sheltered content instruction.
Throughout this course, my beliefs have been reaffirmed regarding the literacy needs of culturally and linguistically diverse learners in a few ways. First, I have been implementing sheltered instruction observation protocol in my classroom. “Sheltered instruction teachers use the regular core curriculum and modify their teaching to make the content understandable for ELLs while at the same time promoting their English language development” (Echevarria, Short & Powers, 2008, pg. 42). The sheltered instruction I have been using in my classroom includes slow and clear speech, scaffolded instruction, visual representations, connecting prior knowledge to learned knowledge, cooperative learning, and targeted vocabulary development (Echevarria, Short & Powers, 2008). This course has reaffirmed the importance of using sheltered instruction to support the needs of the diverse
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
Syrja, R. C (2011). How to reach and teach English language learners: Practical strategies to ensure success. San Francisco: Jossey-Bass.
Its objective is to help the schools and teachers increase the level of proficiency of the students who are English language learners. According to the Zehler et. al. (2003) as cited in Vanderwood and Nam (2008), three of every four third grade English language learners were below average in their ability to read in English. Focus must be brought to these students because of the need to increase the literacy of language learners in school. For the teachers, they must think how they will be able to teach the students with the most effective strategy. This focus must be based in research – supported interventions that include skills that are generalizable across
Lado, R, 1964. Language Teaching: A Scientific Approach. McGraw-Hill-Inc. Ist Edition. Library of Congress, New York, pp. 239.