Assignment 1: Lep Policies And Practices

teachers of ELLs and more importantly, higher outcomes for ELLs (p. 9). De Jong and Harper (2005) consider instruction that takes concern to, “explicit attention in linguistic and cultural needs of ELLs is lacking in most teacher preparation programs” (p. 101).

The Ohio Standards for the Teaching Profession are seven standards to provide an effective learning environment for the teachers and the students. To be an effective educator it is important that each educator is aware of the standards that they should know.

ESL is stands for English as a Second Language, which is a program that?s mainly developed to supplement the Bilingual Education in order to give extra help to the immigrants to learn English. ?The profession of teaching English as a second language within the United States began to expand in the 1960s in response to increasing numbers of immigrant and refugee children entering the country, as well as to the growing numbers of international students attending U.S. universities? (Collier and Ovando, 1998). Students in the ESL program receive the instruction of their level of English proficiency, so they can learn the English from the very basic level. Once they get better with their English skills, they will be able to move out the ESL program and be as competitive as the native speakers of English in other subject classes. The first decades of ESL programs fails to help students with academic work in math, science, social studies, and other curricular areas but English. In order to improve this situation, ESL programs started to focus more in helping students with their academic works during the 1950s and 1960s (Collier and Ovando, 1998).

Efficient administrators must make certain their schools are in compliance with district, state, and federal educational guidelines. These statutes include identifying and delivering specified instructional lessons for students who qualify for services under Section 504 of the Rehabilitation Act of 1973, Individuals with Disabilities Education Act (IDEA), and the students who qualify for ESOL (English for Speakers of Other Languages). Academic leaders who ensure compliance among these regulations and educate themselves on the appropriate instructional practices, will properly assist their teachers and students in finding academic success.

Each district have to implement the ELPS as part as the curriculum in each subject. (Texas Essential Agency, 1998) ELPS uses four domains which are: listening, speaking, reading and writing. The teachers use the proficiency levels descriptors such as beginner, intermediate, advanced and advance high to determine the accommodations for each of her English language learners to implement them in the lesson plan. The teacher could us this in the classroom by having the students create a foldable using sigh vocabulary, providing visuals or using

The authors of the article explained how important it is to meet the needs of the students with limited English ability in the education system. One of the main point expresses about how frustrating it could be for these students, especially if they were never expose to this sort of environment or language before. Another point that was made in the article, explains how the educational system was not prepared for changes in this sort of population. In most cases, some of the curriculum that is being offered in school cannot be changed to accommodate English Limited Learners, also known as ELLs. Budget is also another issue, as schools are limited to hiring more ELL teachers.

The first standard that I would like to explain was implemented in 1998, called the Alaska Standards for Culturally Responsive Schools. “Culture standards are suggestions on how to present content standards in such a way that all Alaska students can comprehend, retain, engage, and apply the material ( ). Also, ”they are intended to address special issues of critical importance to rural schools, especially those serving native communities” ( ). So the ultimate goal for these cultural standards is to integrate the academic standards within the Alaska Native traditions to produce “culturally-knowledgeable students” ( ) .

As we look at principle three it instruct needs to ensure that learners also focus on form. Professor Ellis explains that the teacher can achieve this by focusing on inductive and deductive grammar lessons. It allows and make ELL students aware of explicit grammatical rule, it gives the learner specific practice on grammatical structure, and it gives them the opportunity to get corrective feedback. (Ellis, R, 2008)

How World Language standards can be combined with WIDA standards to create a better collaboration among English as a Second Language Teachers and Content Area Teachers to enhance ELL’s students learning?

The four effective practices are interdependent of one another. These concepts are the key points that provide a solution in helping English learners become fluent English speakers and be able to understand difficult lessons and high standards. The first strategy the article points out is Access, and it is used more frequently than the others. Echevarria and colleagues (2015) demonstrate that when teachers use differentiated teaching strategies, it will allow students to understand the concepts being taught more easily. For example, using multimedia to provide visual learning, or using sentence frames that will allow English Learners to be able to participate in oral

Overall, literacy resources can be used to aid in language development while also building ELLs’ English proficiency. They can be easily integrated into teachers’ instructional

Standard 1b states that candidates understand that acquisition of English for social and academic purposes take a long time. There are many teachers that have a hard time understanding that learning a second language doesn’t happen from one day to the other. Some teachers pretend that an ELL student master academic language right away and be able to do good right from the very beginning but that is not going to happen. Standard 3a states that teachers should follow specific standards base ESL and content based objectives and present the material in different ways in order to reach students with diverse backgrounds. In addition, the classroom environment should be one that promotes learning. Standard 3b encourages teachers to provide

The second language learner that I have chosen to assess in my case study is an international student from Korea who is now attending year 11 and does the ESL course at my school, the Hills Grammar School. I will refer to my student with the name ‘John’ for confidentiality reasons.

The course DoDEA New ESOL Teacher Professional Development course could not have come at a better time. This school year proved to have many ongoing changes along with some unexpected changes in the ESOL timeline, e.g., the late arrival of LAS Links Assessment scores and F10 forms (2007 ESL DoDEA Guide). The course title is misleading in the fact that several of the ESOL teachers that took the course are experienced ESOL teachers. With the above mentioned events in our ESOL timeline, we were able to collectively collaborate with other ESOL on the best way to navigate the required documentation of our students.

This may formulate learning English easier for students and teaching slightly simpler for the teacher. For example, an individual may first learn the formulaic expressions I don’t know or I don’t understand to communicate, but as learning progress the learner will be able to formulate detailed language acquisitions (Ellis, 2008).