An effective teacher scaffolds instruction to procure a fruitful learning experience for all students. Therefore, teachers of language learners must implement strategies that address the language disadvantages of those students. “English language learners have special needs that must be met with pinpointed strategies that target language so they can understand the content being taught” (Hansen, 2006). The strategies presented on the video promoted language and content acquisition. Teachers utilize their knowledge of language development and the students’ level of language to create engaging activities that met content and language needs. To make good choices in the way they plan instruction, interact verbally, correct mistakes, and assess English language learners, teachers must understand how language is acquired” (Herrell & Jordan, 2009).
One teacher that depicted numerous of the attributes required to educate language learners was Mr. Vince Workmon. He taught a fourth grade lesson on fractions. To being Mr. Workmon illustrated the how promote comprehensible input through the use of realia and hands- on learning. In the section of fractions, Mr. Wormon used oranges to show student a concrete example of how to add fractions with unlike denominators. He cut the orange into fourths and discussed with students how to add different fourth pieces. He presented one-half and one- fourth of the orange to introduce the problem off adding unlike fractions to the students. The students were able to determine a way to add the two fractions. For example, one student explained than she could see that one-half of the orange was the same as two fourths, therefore, she knew that one-half plus one-fourth was equal to three-fourths. The teacher ad...
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...increase exposure to conversations that involve academic vocabulary. Another idea is to provide a vocabulary word bank with that includes the content vocabulary needed to create eloquent discussion.
In conclusion, this lesson had ample examples of the desired characteristics of effective instruction. Language learners were able to thrive in the classroom setting. Mr. Workmon proved that when teachers provided the necessary tools, language learners would engage in meaningful learning.
Works Cited
Hansen, L. (2006). Strategies for ELL success. Science and Children, 43(4), 22–25.
Herrell, A., & Jordan, M. (2009). 50 strategies for teaching English language learners (Laureate custom ed.). Upper Saddle River, NJ: Pearson.
Laureate Education (Producer). (n.d.). CREDE standards. [Video file]. Retrieved from
https://class.waldenu.edu
“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.
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.
Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective Instruction for English . Future Of Children, 21(1), 103-127.
Short, D., & Echevarria, J. (2004). Teacher Skills to Support English Language Learners. Educational Leadership, 62(4), 8-13. Retrieved from Academic Search Complete database.
During the first day of ESL academy, I realized the inadequacy of my knowledge concerning the needs of ELL students and how woefully lacking my instruction had been for former students whose first language was not English. Partici...
...l survival in our society. I work as a counselor each summer at a sports camp in Philadelphia, and each summer I encounter very intelligent students who are placed in lower tracks or labeled as ìlearning deficientî because of their language. This disturbs me because as a speaker of both Black Vernacular speech and Standard English, I know that students can learn to use Standard English just as I have. Unfortunately, many students are not privileged enough to have the same educational opportunities that I was given by my parents, therefore, it is my responsibility to teach these students Standard English the way that I have been taught. But I must learn more about teaching students and dealing with the issues that plague the educational system, and I am looking forward to receiving more of this knowledge during my pre-student teaching and student teaching experiences.
This approach emphasizes the student's prior knowledge. The strategy demonstrates the theory of constructivism, because the constructivist pedagogy proposes that new knowledge is constructed from old. It holds the educational belief that as teachers, it's essential that we make connections between what new is being presented with students' prior experiences.
7). In order to obtain academic achievement learning needs to be challenging, yet exciting. The teacher needs to be able to facilitate the learning process for different cultural and linguistic groups. Teachers also need to understand and teach students that learning does not occur in a box and that there is a world outside of the classroom. In order for a teacher to be effective they need to have knowledge of the three dimensions and teach in a culturally sensitive matter. They need to create structured learning environments, implement a supportive classroom environment, and provide access to resources for CLD students who have learning
Lang, H., Evans, D.(2006). Models, Strategies, and Methods for Effective Teaching. USA, Pearson Education Inc.
This report provides an analysis and evaluation of strategy implementation used by California Pizza Kitchen (CPK) and discusses the effectiveness of their strategy through organization design, control systems, people and culture. My research concluded that CPK relies on control systems to undertake a majority of the company’s operational activities and that human resources and organizational culture must support the strategy implemented, which it does in in the case of CPK.
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
The use of Glossary of terms was one of the approaches chosen when embedding English into my session. As it recaps previous sessions and offers several benefits for the learner’s potential to progress academically. Simultaneously developing both the learners’ standard of English and ability to
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.
In order for learning to take place in the classroom the teacher has to put in place an effective teaching and learning strategy. Being an effective teacher is not something that can be achieved instantaneously but rather something that has to be continuously developed and improved upon over time. Petty mentions how good teachers are not born but rather make themselves and that effective teaching comes from learning from your mistakes and successes. Petty, p. 516, 2009. This process involves teacher reflection and assessment of the effectiveness of different teaching strategies used in the classroom. It is only then that teachers can learn and advance themselves.