ESL 536 DQS

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School

Grand Canyon University *

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Course

536

Subject

Linguistics

Date

Jan 9, 2024

Type

docx

Pages

7

Uploaded by AdmiralButterflyPerson818

Summary of Knowledge 1. Which weekly objectives do you have prior knowledge of and to what extent? 2. Which weekly objectives do you have no prior knowledge of? 3. What course-related topics would you like to discuss with your instructor and classmates? What questions or concerns do you have about this course? Hello Professor and Class, 1. After reviewing the weekly objectives, I have prior knowledge in the different stages of writing development. 2. After reviewing the weekly objectives I don’t have prior knowledge of all the other weeks 3. I would like to know how I can set up my students to be successful. This is my first year having a class with 6 students who are just learning English and it is challenging because I don’t have the correct support to help me. What is the best first step in helping my students? Do you have any tips or tricks that you use? Topic 1 DQ 1 Discuss the demographic and home language composition of the PK-12 ELL population in Arizona. How does this affect instruction in general education classes in Arizona? How might awareness of the demographic and home language composition of the ELL population in not only your state, but in the school district or school in which you teach, help you in your future professional practice? Hello Professor and Class, According to the Arizonia School Report Card, it shows that 47% of the student demographic is Hispanic. Since we know that the majority speaks another language it will have an impact on instruction in general education classes. There more than likely will be a language barrier which is challenging, cultural differences and some students may come from a low income family. As an educator being aware of the demographic and home languages of my students is important because it allows me to differentiate my instruction, incorporate different cultures into the classroom and engage with families. I currently use Class Dojo because families are able to view my posts and messages in their home language and respond back to me. I find that they feel more involved because we have an open line of communication. AZ School Report Cards: State Reports . AZ School Report Cards | State Reports. (n.d.). https://azreportcards.azed.gov/state-reports DQ 2 Based on this topic’s readings and your own personal research on current issues in the education of ELLs, what are some of the greatest barriers preventing early childhood educational settings from meeting the educational goals of young students? For each barrier described, what possible recommendations would you make to address each one and what complexities are involved in finding solutions?
Hello Professor and Class, After doing my own research on the current issues in education of ELLs, some of the greatest barriers that are preventing early childhood educational settings from meeting the educational goals of young students would be teachers not properly trained and parent engagement. I can speak from personal experience on feeling not properly trained on how to best meet the needs of my ELL students. This is my first year with 6 students who don’t speak English. I was given no background information, no resources at all. I just had parent teacher conferences with the families and we all came up with a plan for me to get different pictures and create a book, lanyard etc for the ELL students to refer to throughout the day and at home. Give the large and increasing number of ELLs in US public schools, it behooves the educational community and the nation as a whole to improve the educational environments and opportunities for these students and their teachers. Failing to do so will put the entire education system at risk (Gandara & Hopkins, 2009). When it comes to parent involvement we can use different programs or apps that will translate what we have to say into families native language. It keeps an open line of communication and parents feel more involved because they aren’t ignored. I use the Class Dojo for my class, which allows families to pick their language so whatever I send in English gets translated into their language. It is has made a world of difference! Gandara, P., Hopkins, M. (2009). Challenges in English Learner Education. https://www.colorincolorado.org/article/challenges-english-learner-education Topic 2 DQ 1 ELL students may qualify for other services (exceptional student services/special education, gifted and talented) in addition to being identified as an ELL. What accounts for the disproportionately high representation of ELLs in ESS/special education and disproportionately low representation in gifted and talented programs? Support your response with at least one scholarly resource. What can an early childhood teacher do to accurately identify gifted and talented students within the ELL population? Hello Professor and Class, There are several factors that affect the disproportionately high representation of ELLs in ESS/special education and low representation in gifted and talented programs. One factor is the difficulty that educators have distinguishing students who have special education needs from students who are learning English as a second language. They are at a disadvantage because of the lack of educators trained to conduct culturally valid educational assessments (MAEC, 2016). As early childhood teachers, we can accurately identify gifted and talented students within the ELL population by observing student’s language and social behaviors. We can also collect background data and work samples for students, they can be enlightening in assessing language development and creativity (Bermudez, 1998). Bermudez, A., Marquez, J. (1998). Insights into Gifted and Talented English Language Learners. https://www.idra.org/resource-center/insights-into-gifted-and-talented-english-language-learners/ MAEC. (2016). English Learners and Disproportionality in Special Education. https://maec.org/wp- content/uploads/2016/04/English-Learners-and-Disproportionality-in-Special-Ed.pdf
DQ 2 Who are long-term English learners (LTEL), recently arrived English learners (RAEL), and students with interrupted formal education (SIFE)? What are some factors that influence their English language acquisition? How do the ELL special populations of refugee, migrant, immigrant, and Native American, relate to LTEL, RAEL, and SIFE? Hello Professor and Class, A LTEL, long-term English learner is a student that has received 6 or more years of services but has not developed enough English proficiency to be officially reclassified as a former EL. A recently arrived EL student has just came to school for the first time in the United States. They are exempt from taking state standardized assessments until they have finished a full year of school (New America, 2023).. A SIFE, student with interrupted formal education is a student who are recently arrived English language learners. They are the most challenging because of their limited first- language literacy skills, gaps in academic knowledge/skills, critical social and emotional needs (Custodio & O’Loughlin, 2020). Some factors that influence their English language acquisition is support at home, students personality and teaching strategies. The ELL special populations of refugee, migrant, immigrant, and Native American relate to LTEL, RAEL, and SIFE because they come from different cultures, may not have the family support at home or come from different traumas. New America. (2023). English Learners. https://www.newamerica.org/education-policy/topics/english- learners/ Custodio, B., O’ Loughlin, J. (2020). Students with Interrupted Formal Education. https://www.aft.org/ae/spring2020/custodio_oloughlin Topic 3 DQ 1 How will your knowledge of language acquisition theories enable you to support the ELLs in your classroom? Provide 1-2 specific examples of how you will apply language acquisition theories into your teaching. Hello Professor and Class, After doing some research I found that language acquisition is broken into two, the first language acquisition is a universal process no matter what a student's home language is. Babies listen to sounds and begin to imitate them and will start making words. Second-language acquisition assumes knowledge in a first language and encompasses the process an individual goes through as they learn the elements of a new language, such as vocabulary, phonological components, grammatical structures, and writing systems (Robertson & Ford, n.d.). The first example that I will use in my classroom to apply language acquisition theories is by using gestures and pointing. I have several students who don’t speak any English and when they started they would point to what they wanted. I would then in turn say the word in English of what they wanted. The second example that I will use in my classroom is modeling and using visuals. We tend to forget that students coming from another country may not understand certain things that we do on a normal basis. I have visuals in my classroom of the steps we use to wash our hands for example. We also use a visual schedule so students who are unfamiliar with our schedule can look at the pictures and see what is
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