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
“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.
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.
All students begin school with different levels of literacy development; English-speaking natives have obtained oral language proficiency in English which helps t...
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;
...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.
Short, D., & Echevarria, J. (2004). Teacher Skills to Support English Language Learners. Educational Leadership, 62(4), 8-13. Retrieved from Academic Search Complete database.
To obtain a complete understanding of the word knowledge of students who are learning English, it is important their reading abilities (WTW, 2012). There are many ways to assess the reading abilities for ELL’s. For example, spelling inventories help explore the literacy knowledge of an ELL; however, the test should be first administered in their primary or first language. According to Words their way: Word Study for Phonics, Vocabulary, and Spelling instruction, “a spelling inventory in students’ spoken language can indicate their literacy levels in the primary language, and more specifically, show which orthographic features they already understand” (WTW, 2014). Bilingual learners rely on knowledge of their primary language to spell words in a second language (WTW, 2014). Teachers can also assess ELL’s reading comprehension through sequencing activity (Ada, 1990). For example, teachers can have ELL’s write individual sentences from the text on separate sheets of drawing paper; then read or have the students read each sentence and illustrate it (Ada, 1990). Teachers can also informally test students’ ability to sequence material from a story by printing sentences from a section of the story on paper strips, mix the strips; have students put them in order (Ada, 1990). According to Spanish-Language Children’s Literature in the Classroom, teachers should “read to newcomers every day” (Ada, 1990). Appropriate reading material for beginning English Language Learners (ELL) should include numerous illustrations that help clarify the text, story plots that are action-based, little text on each page, text that contains repetitive, predictable phrases, high-frequency vocabulary and useful words, text that employs simple sentence structures (Ada, 1990). When you read to beginning ESL students, be sure to make language comprehensible to them (Ada,
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.
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
45). I thought that ELLs will not become English-proficient if they are not provided with opportunities to learn syntax and vocabulary. Students with smaller vocabularies are at a greater academic disadvantage, and this creates difficulties in comprehending reading texts and class instruction. By purposefully teaching multiple meaning words, abstract and technical vocabulary, I can assist ELLs in developing vocabulary word wealth which is necessary for their academic
Curtin, E. M. (2006). Lessons on effective teaching from middle school ESL students. Middle School Journal, 37(3), 38–45.
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: