ESL-546-Field Experience_A_AY

.docx

School

Grand Canyon University *

*We aren’t endorsed by this school

Course

546

Subject

Linguistics

Date

Jan 9, 2024

Type

docx

Pages

Uploaded by ayoung841627

Clinical Field Experience A: Language Focus This field experience was conducted at West Carroll High School in a class that has two English Language Learners (ELL) in it. Each of the ELL students are Hispanic and have been in the school district for at least 10 years. They are still considered ELL students because they have not passed the ACCESS test which is Illinois’s English Language proficiency test. I spoke with Ms. Handel about how she addresses language form and function in the classroom. She told me that she preteaches significant vocabulary before the lesson and works with the students to build background knowledge, providing as many experiences in the classroom as possible. Verbal and written expression is not as big of a concern at the high school level since both students have been educated in English their whole educational career. However, she did state that if there was an issue she would use an app to translate the information needed for the students into their native language. Ms. Handel also discussed the strategies that she implements to support various language needs, since in the past she has had several other students who spoke various languages in the past. The strategies that she has used is playing audio texts in different languages which helps to increase both input and output language along with their comprehension. Another strategy that she implements is focusing on vocabulary. Content area instruction is differentiated to meet the needs of each of the students, however both students are on grade level. During my observation I was able to observe Ms. Handel teaching a lesson on unit rate. She activated prior knowledge by asking students what things they purchase that they look at unit rate. Since the students are high school seniors they related this to driving and purchasing gas for their cars and orally discussed it. After relating the lesson to the students experiences, she taught the vocabulary words for the lesson. This allowed the students to understand the

lesson and stay engaged. As students continued through the lesson they found the unit rates by dividing the total price by the number of items, then making predictions of which item was the better deal. Ms. Handel and I discussed afterwards how I can support the ELL students in her classroom. We determined that I will work with the students to build their vocabulary that is related to the lessons, provide additional instruction, and help them with word problems.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help