ELL Teacher

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).

After speaking with Mrs. Cannon she tells me she teaches all content areas, she has 15 English-speaking students, 1 Spanish-speaking student, and 1 Japanese-speaking student. Mrs. Cannon has been teaching for 3 years, however, she has never taught an English Language Learner (ELL) before. She mentions she is not concerned about reaching the ELLs because they can speak English.

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).

During our last class I had the honor of speaking with, Mrs. Laura Verges, an elementary school ELL teacher. She told some of my classmates and I, about her experiences, both negative and positive, and gave us a great look into what it’s like to work with young English language learners.

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

Selecting materials relevant to ELL’s experience or culture; strategically using students’ first languages to make the content delivered in a second language more comprehensible teaching word learning strategies that build on first language knowledge such as using cognates; and frequently using partner talk to give low-English-proficient students more opportunities to talk with more English-proficient

Based on the observation, yes the student were aware on the language and content that was being used to access the activity. The children were asking questions and observing the examples giving to do the activity lesson; and there were assistant when they had difficulties. During the lesson there were a few children who needed more help trying to figure out what to do; because they were not getting it. The language the teacher used and the content was clear and consist of every detail, to understand what she was teaching and what she wanted them to learn.

I found it interesting that of the three ELL teachers interviewed, only one had a personal ELL experience. This teacher teaches at my middle school. She moved here from Poland when she was nine years old. She didn’t know any English besides basic words like colors

I would suggest that the teach speak slowly and provide enough time for the ELL student to think about a response because the students are translating words to English in their minds..

They are important because the students would be tested towards the end of the year over these specific knowledge and skills that the teacher should have taught throughout the year. Adaptations for Special Populations Subchapter BB Chapter 89 An English language learner is a student who is developing or learning the English language and that has another language as their native language. Any school who has 20 or more students who are bilingual students

As an IT help desk personnel I provide support and assistance with equipment and software used in computer labs, classes and employee offices. This responsibility requires me to provide technical support to the college community in an efficient and accurate manner. I am considered as the college front liner who will solve basic technical problems and provide support. Working as an IT help desk personnel has given me an insight into my major in college that I wouldn’t have had otherwise. Having a solid foundation of IT basics has increased my understanding for more advanced topics within my major.

An ELL teacher may assist schools or districts by understanding the current ELL instructional programs and then enhance the design, if necessary, by ensuring the current program meets federal, state, and local guidelines, laws, and polices.

The student make-up of the class consisted of three African American females, two African American males, one Caucasian male, two African American/Caucasian males, and two Hispanic male students. Three of the students are in third grade, four are in fourth grade, and four are in fifth grade. There are no ELL students, nor students with physical challenges. One African American male wore glasses for his vision, other than that, there were no noteworthy

In my opinion this type of teaching is very beneficial for the English are the lowest in their grade and they need a boost, they need a push, they need to be taught how to learn in a sense. Because these three methods are quite an easy concept, they can be taught to the students themselves, and the students can use them as they are reading or learning new material. As I was spending time with the ELL student in this particular classroom, I made sure that I incorporated these three methods in our discussions on daily bases. I gave examples and modeled for student how to make those connections. I assessed the students by following up questions or small reminders of what we already had knowledge about. This goes great with my research, because

Reflecting back on my field experience, I was able to gain quality insight as well as a better understanding of the teaching and the learning process of ESOL in a mainstream classroom. My experience in Mrs. Little’s classroom has shown that the role of the ESOL teacher is to educate students in functional language skills, offer content that is academically challenging, and helps students acculturate to the new language and culture.