clinA

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Grand Canyon University *

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516

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English

Date

Apr 3, 2024

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docx

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Uploaded by HighnessFlamingo3102

Running Head: <TITLE OF YOUR P FIELD EXPEREINCE A APER> 1 Clinical Field Experience A: Listening, Speaking and Vocabulary Strategies <Title of Your Paper> Your Name Imarii Stevens-Sheppard Grand Canyon University: <Course Code> ESL-545 1/19/2022 Date

TITLE OF YOUR PAPER F IELD EXPEREINCE A 2 Clinical Field Experience A: Listening, Speaking and Vocabulary Strategies In my observation of a 9-12 English classroom , I wa s able to encounter the interactions between my mentor teacher and three ELL students. All three students are bilingual s who speak English in school and a different language at home. Two student s are Spanish speaker s and the other spoke Arabic. All of the students speak English fairly well and have assimilated into the language quite nicely. One aspect I noticed however, is that one of the Spanish speakers has a stronger accent than the other student and this can make c ertain words that she says hard to understand. For others to understand what she is trying to say through her accent she will repeat the wor d and try to define or describe it. My mentor teacher would repeat the word as well and then the student would copy her pronunciation. Since the students speak English fairly well, they don’t need much assistance in the classroom. If they don’t understand the meaning of a word or how to properly pronounce it, the

TITLE OF YOUR PAPER F IELD EXPEREINCE A 3 simply ask the teacher and she will say the word firstly, give a definition of the word and try to describe the meaning of the word uses references the student may understand. The Arabic s peaking student needed absolutely no assistance in the classroom and would even help other students understand and complete their assignments. The classroom environment is very freeing, and the students often talk to and learn from one another which definitely helps their language development. For students who have a lower English proficiency, this method may not work as students may need more hands-on assistance and one-on-one attention with language development. But since these students are further along in the language they don’t need as much help. < Title of Your Paper> This first paragraph is your introduction (Approximately 150 words) . Begin with a strong grabber/intro statement go get the reader’s attention, and end with a focused purpose statement for the paper. The Purpose Statement is similar to a thesis statement, only slightly different. The main ideas of the overall essay must be included in your introduction paragraph. From those main ideas, the Purpose Statement provides the purpose, scope, and direction of the paper. First Heading Begin this paragraph with a strong topic sentence. After your topic sentence, make your first claim. The following sentences will be scholarly information to support the claim you are making. Your next paragraph is your second claim, followed by scholarly supports of that claim. Continue this pattern until you have made the claims necessary for this one heading. Paragraphs are 4 to 6 sentences in length. Your concluding sentence should transition to your next heading and set of claims. Second Heading

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