ELL Students Curriculum Analysis

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).

Think about a lesson that you might teach. Briefly describe it and at least four types of sheltered instructional supports you might provide for your ELL students.

Trying to accommodate different students learning styles in an English learning classroom can be overwhelming. Having good teaching strategies can help English learning students learn more effectively. Using the best strategies will ensure all students in the classroom have an effective learning environment. There are many instructional strategies that teachers can use in the classroom.

She did this based on a belief that it would help ELLs and non-ELLs alike. The students in the second class reported that classmates were “friendly and nice” and the teacher “likes other cultures.” The results of this study indicate the very important role that a teacher plays in creating and modeling an atmosphere where ELLs are accepted, encouraged and participatory in a learning community.

All these strategies gives all students an equal opportunity to practice English, participation and involvement. ELLs students when it’s time to read or participate in class they may be reluctant to speak because of their lack of proficiency in English or feel uncomfortable in an environment where they have to share their ideas. ESL teachers must provide a positive and supportive environment that offers significant influence on student comfort level, success and participation that requiring ELLs to use the language in front of class without force them

One Misconception regarding ELL students is that immersion into an English-speaking classroom is enough for students to learn English.

Strategies for teaching ELL students in the general education classrooms are also very important. The ELL teachers gave some great

The fact that ELL student’s are given the exact same educational services provided to native English speaker, seem to be very unfair for the ELL student’s and instead of helping the ELL students to succeed academically we are preventing them from succeeding in their classes. When I was reading this section I couldn’t stop thinking about the video that we saw in class, the student was very smart but the fact that he couldn’t understand the material being taught, this was preventing him from showing how brilliant and smart he is. Just imagine how many brilliant ELL students can’t succeed in class because they don’t understand the language of the instruction.

For teachers, I believe they are lacking in having efficient data, practices, and resources. These three categories play an essential role in educating, evaluating, and caring for ELL students. Communication is a huge factor when it comes to instruction in the classroom. In the past research has shown poor communication between teachers, students and families. Schools often lack in providing differentiated methods and tools to teach ELL students. Schools in the past have failed to offer the correct assessments that were needed in order to diagnose each student's needs and measure their individualized learning standards. Educators can easily become frustrated because there is such a wide range of English learners. This means academic levels are different and the educators have not received the proper training or instructions on how to correctly educate ELL students.

Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from

Through my bibliographic search, I was able to learn the specifics of what scholars were discoursing on in regards to this topic. Current debates began with the teachers themselves. One article found that ELL teachers were generally “unwelcoming” (Reeves 2006). Reasons for this were the concern that there’s not enough time to address all the students’ needs, too much work for teachers when students are also enrolled in non-ELL classes, and feelings of unqualification to teacher ELL students (Reeves 2006). Another area of discussion is whether ELL programs should take an inclusion approach vs exclusion (from normal school curriculum) approach. Inclusion is when students are mainstreamed for most of the day, with some specific ELL classes. If only in ELL classes, students may not have access to the mainstream education needed to succeed (Reeves 2006). One article stressed the importance of education at home as well. If English is not also spoken at home, acquisition is slowed (Allen 2011). Pride also affects the rate of learning, students will often claim to understand, even though they d not, to avoid the perception of being ignorant (2011).

I consider that my skills and knowledge regarding educating ELs have evolved significantly since I began my learning experience in the TESOL M.Ed. Program. The things that had the greatest impact on my development were regarding to understanding the diverse issues the students unknowingly bring to school and how those challenges will affect their education. Before starting the program I had a fairly good idea of the matters related to the students outside the school setting. During the program, my knowledge of creating better learning opportunities for the ELs has increased, as well as learning how the situations outside the school setting will impact the ELs’ education. The courses of Diversity and Global Education, Language, Power, and

Assessments are important in determining the effectiveness of any education program. A properly formatted assessment can effectively measure how successful a HL program is to meeting the needs of the population (Altin et al., 2014). In order to successfully assess the effectiveness of the proposed HL education program and its ability to increase understanding of HL knowledge, tests and surveys will be administered throughout the program. A survey that determines how competent students are in regards to race and culture will be administered at the beginning of the course. Additionally, two large examinations that include both verbal and written skills will be being given at the beginning and end of the program. The first examination will

The ELA curriculum is teacher created. The third grade team sat together as a grade level and used the learning plan to create lesson level material. Through the process all teacher collaborate to construct the plan and then share their resources to help all teachers be successful. Teacher then reflect together on the plans to say what was effective in the classroom and some ways to change the plans for the next year.

Jayden is an ESOL student who has strong speaking, listening, and writing skills but is considered intermediate with his reading skills. He has problems decoding reading and even greater problems with getting a deeper understanding from reading, for instance, making inferences. He approaches language for its socially informative aspect. He prefers social interaction to solve problems and to make clarifications on something he does not understand. If he doesn’t understand a text or a word he will usually ask a friend first or the teacher, depending on who is more accessible at the time. He is also motivated by the social aspect of learning and therefore benefits from learning in cooperative learning environments rather than individual ones. He also leans toward looking for answers via oral communication first, rather than looking back at the text and reading for the information. Jayden lacks personal strategies for learning, especially in regards to reading and writing. His strategies have