Charles H Hulse Literacy Study

In his essay “Inventing the University”, David Bartholomae kicks of his composition by explaining to readers what he believes is the accurate way to speak so that the audience will understand and take in what all you have said. He makes this very clear, for example he points out how all readers must feel equal and the writer must make them feel the same nobody should be looked down on. Bartholomae brings up how using the same dialogue is a major key as well. These mistakes are commonly made by freshman such as myself I’ll admit that. Throughout the essay Bartholomae reviews some pieces of writing that are written by students, while doing so he points out the flaws of the writing and comments on how they can do better. When Bartholomae expresses that he wants writers to learn how to speak the language that we as young adults do, He even brings up the fact that some writers either struggle or just do not know how to write in different commonplaces. He feels as though this student will have this struggle in college while writing many other papers. At some point of the essay Bartholomae tells how he was impressed by one student’s placement essay they had written while they attended orientation. In one of his main points he makes Bartholomae speaks on why students are placed in certain courses, which is based on errors made while taking the university’s placement test. These courses are designed to help students improve in those areas they scored low in. Bartholomae wants students to appropriate their dialogue by becoming one with the audience be comfortable enough to speak to them as if they were historians or members of the academy. Baratholonae says, “They have to invent the university by assembling and mimicking its language.”

The all too familiar situation of English language learners (ELLs) struggling in a classroom that is not meeting their needs is the theme of this short film. ELL’s present unique challenges for teachers given how the California educational system calls for only one year of English language development (EDL). After this time, English language development goals rest on the shoulders of the general education teacher with the additional requirement of infusing SADIE strategies into their daily lessons.

From my experiences, I have learned that effort and dedication are the key factors needed to gain magnificent literacy skills. Even though, I had to start from the bottom all over again, I was able to succeed in a new language.That’s why, I feel that it is extremely important to keep expanding our knowledge in order to develop our understanding, imagination and language. Although, I feel that I have improved my literacy throughout my 19 years, I know there is much more to learn.

English Language Learners (hereafter referred to as ELLs) currently comprise 10% of the total school population in the United States (National Center for Education Statistics, 2005). It is a population that is going to continue to increase in American public education and their specific needs for learning literacy are of great importance to teachers. Since schools and teachers are increasingly judged based upon the academic achievement of students, then the success of the growing population of ELLs is going to be increasingly important. In the present paper the role of the teacher and specific research-based literacy strategies for ELLs is investigated.

I can recall many people who have enriched my literacy development in some way or another throughout my life. The most influential literacy sponsors in my life include my mother, myself, my high school English teacher, and even my librarian. Even the authors Deborah Brandt, and Malcom X have supported my claim. The essay, “Sponsors of Literacy” was written by Deborah Brandt, who connected her writing with her sponsors. Malcom X’s essay, “Learning to Read”, reminded me of one of the most important things I know. These people, myself included, have made a crucial impact on the literacy information I have and will always need in order to succeed with literature and in life itself.

Before one ever starts attending school, their very first lesson is to become literate in the language they speak. From reading sentences to reading paragraphs to reading novels, we try to achieve literacy. However, some of the greatest public speakers and writers did not achieve it through the way most people did. This is shown in the literary works of Frederick Douglass, Malcolm X, and Sherman Alexie. Like these people, literacy isn’t achieved by simply going to school. It’s achieved through great perseverance and through great tenacity.

I teach fourth grade language arts where my main focus is to prepare my students to write a personal narrative for the Nebraska State Writing Test in January. Reading and writing are intertwined in my area of professional responsibility as I motivate my students to write a well-organized, creative personal narrative. As I have taught writing, I have found reading, writing, speaking, and listening go hand in hand when composing a personal narrative (Bruning, 2011, p. 299).

It is a common occurrence for high school students in their senior year to experience declines in motivation and performance; most call it ‘senioritis.’ When students contract seniorits they become lax, neglecting their homework, turning in late papers, and generally losing effort. The majority of seniors continue on to graduate, only to receive a rude awakening once they enter college. While students may be able to graduate from high school without putting in too much hard work, college is indisputably a different story. In the documentary,”The Expos 5,” five college students provided a first hand look into how they learned to navigate the difficulties of expository writing. I related best to Arpan and Yasmeen, but I learned great lessons from all of the students.

be English Language Learners, (ELL) for them to benefit from this lesson or to meet state

June Michaux is a 2017 graduate of Tennessee State University, with a degree in Communication Science and Speech Disorders. She is also an instructor at Tennessee State University in the newly formed Intensive English Center where she serves as the primary instructor for the Intensive English Program. She is responsible for teaching, on a part-time basis, courses pertaining to conversational English, intensive English and cultural immersion, executive English, and training teachers to become certified Teachers of English as a Second Language (J. Michaux, personal communication, September 14, 2017).

This practice allows teachers the opportunity to gauge how much practice ELL students actually receive with speaking English in “real life”. Teachers who have participated in Shadowing programs have noted an oral deficiency in ELLs’, but have also noted that ELLs sit silently through their classes, not interacting with other students or with their teachers. Soto, an associate professor of education at Whittier College in California indicates that English-language learners spend less than 2 percent of the school day improving their academic oral language, even though it’s a critical foundation of literacy (Soto, 2014). As indicated, based on the results of this pilot program, participating teachers will plan together, how to provide more opportunities for “academic talk”, to include ELL students, during classroom activities. School administrators will also tailor, teacher development training programs to instruct teachers on how to be more inclusive of all of their students during classroom discussions and to be sensitive as to whether ELL students would benefit most by practicing the language relating to particular content areas or whether the focus should be placed more on conversational English skills (Heitin, Liana 2011). Additionally, teachers will be instructed to ensure that needed practice occurs in settings which will best facilitate ELL learner’s individual needs (e.g., some ELLs may learn better in small group discussions and others may

The way I’ve gone through literature in the past and how I have gone through it now, have changed drastically. In fact, it has changed quite a bit. When I was once a wee lad, I used to read a lot. Mostly likely I would’ve read most of the time because my mother would make me read the same book over, and over, and over all the time. The book that we read together is Love You Forever by Robert Munsch. If I had my own copy today, I’d read it quite often on my own due to the current situation with my mother. This book had meant so much to me since I was a child because of the personal story that was created through the pages, the story of the bond between my mother and I. But, I believe that after reading

Paper Rater as been my go to editing tools for every subject since I have learned about it. Paper rater not only edits my basic grammar mistakes but helps me improve my entire style my essay. It helps me fix the flow of my work, along with my word choice. I am the worst when it comes to word choice. I use basic vocabulary which has a huge impact on my essays. I usually receive a horrible score because of my word choice and sentence structure. With the help of paper rater, I can improve the ,mistakes that I usually never see.

Hill, J.D., & Flynn, K.M. (2006). Classroom instruction that works with English language learner. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Advanced Top Notch textbook is an integrated four-skill textbook for adults who want to use English to communicate effectively in daily life. It is also Easy and enjoyable to teach and that it combines proven communicative methodology with a practical outcomes-based approach. That said, it includes a clear part for teaching vocabulary, a small section for grammatical point, and functional conversations centering around dialogues in every unit accompanied by systematic practice of all speaking skill. However, it places special emphasis on helping students become confident and competent speakers of English. Speaking activities at the end of every lesson, tied to clearly label measurable outcomes, enable students to see the results of their learning