ESOL Identification Report

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

When I began attending school my primary language was Spanish. My parents did not speak English in the home and when I went to school I knew and understood a little bit of English. I believe that having an older sibling helped me understand English. She began school a year before I did and picked up English from school and at home would speak to me in English. My parents encouraged this in our home and saw the need to begin learning basic English. My sister did not have learning disabilities growing up and from what I remember she did not have a problem learning English. Academically

Designing lessons for ELL’s using the language acquisition charts would begin with a basic scaffolding. I would use the language that the student would use the language that the student already has and

One of the first questions one must consider when dealing with ELL acquisition is what differences affect student achievement. In ELL education, there is a great amount of variation within the different approaches to teaching

English language learners and ELLSEs may be similar but they are also quite different. Both are considered to be emergent bilinguals. The students who are ELL’s will most likely have trouble with instruction in a new language, but if taught in their home language they will better be able to pass

After careful data analysis, the need for instructional improvement on strategies to address the needs of English language learners it is apparent. Improving literacy skills is critical in decreasing achievements gaps of this subgroup. As mentioned previously, Pinewood maintains a school grade of a B; nevertheless, a focus on strategies to meet the needs of ELL students will benefit all students. With effort from all stakeholders, a focus on instructional strategies to improve learning of English learners could result in decreasing the achievement gap as well as increasing the school grade to an A, since many of these students count for the lowest 25%. Correspondingly, Marchand-Martella, Klingner, and Martella (2010) justify that

It is obvious that many accommodations overlap between ELLs and English only students. The key is to evaluate what exactly the needs to be successful and allow the accommodations that will allow that to happen (Board of Regents of the University of Wisconsin System,

As classrooms become more diverse, effective planning and differentiating for English as a New Language (ENL) students becomes more important. Here are a few strategies for differentiating for ENLs during ELA, or literacy instruction.

The advice I will give regarding the education of English learners is for the teachers to have a lot of patience. Teachers that work with ELs must find ways to present the content using diverse methods. Even though the ELs are not proficient in English, it does not mean that they are unaware of the content. In addition, the ELs bring to the schools diverse funds of knowledge that the teachers may use to make the connections to the content begin taught. One way to have an idea of the diverse funds of knowledge is by understanding the community in which the students reside, including the various strengths from the community, as well as the challenges the community may experience.

I will share the information about planning and assessing ELL students at the classroom level with students in order to become a better teacher that is more aware of their learning needs. This is because I have explored useful resources, such as the STEP: Steps to English Proficiency (2012). This document describes itself as, "...a framework for assessing and monitoring the language

There are various factors affecting ESL students which are: personal/individual factors, experience factors, and environmental factor. Therefore, these aspects must be addressed and understood in order to implement a proper program.

In addition to the challenges named by Khong and Saito, teachers also face the lack of the adequate support from district resources and policies when serving ELL students (Gándara, Maxwell-Jolly, Driscoll 11). Gándara, Maxwell-Jolly, and Driscoll report that many teachers said that they did not have sufficient textbooks for English learners (9). Meanwhile, Christie Blazer finds that only a few school districts have programs designed for long-term ELLs (ELLs who have been in U.S. schools for more than six years without reaching English proficiency). She finds that ELLs get placed in similar programs that ELLs received in elementary school and courses lack the curriculum and materials most appropriate for long-term ELL (2)

The English as a Second Language (ESL) program, which the class I observed is a part of, targeted students who wish to expand their English for communication, study, or pleasure. English Language Learners (ELL) students include sophomores, junior and senior’s high school students and there are six levels of instruction, from mid-beginning to advanced. Classes have an average of 11 or 12 students and there are four main focuses in the ELL Courses: listening & speaking, reading & discussion, writing, and grammar & idioms. As far as admissions to the class, it is recommended that a student knows at least some English vocabulary before enrolling.

Along with students having different abilities and backgrounds, students use different languages in order to communicate. Teachers work a lot with ELL students. There are 6 different languages spoken by students in LaTurner’s class; Vietnamese, Spanish, Tagalog, Greek, Somali. However there are 12 ELL students out of 19 in her class. For ELL students, LaTurner uses the Sheltered Instruction Observation Protocol (SIOP). This protocol consists of lessons that are comprehensive and all students are learning English in reading and writing. LaTurner emphasizes on building language but also giving the opportunity for students to work and use their home language.

ELL students are children that are not proficient in English language. For teaching to be more efficient and effective, the teachers should know about the follows: As a teacher he/she needs to model for students what they are expected to do, especially for new skills or activities for the ELL students. Teachers should know their students cultural background and their academic level of the students. The teacher should demonstrate the learning actions, sharing your thinking processes aloud, and showing good teacher and student work samples. Teachers should speak slowly and clearly, and provide students with enough time to formulate their responses, whether in speaking or in writing. Teachers should also use visuals, sketches, gestures, intonation, and other non-verbal cues to make both language and content more accessible to students who are learning how to speak English. Teaching with visual representations of concepts can be hugely helpful to ELLs. Teachers should give verbal and written instruction which can help language learners practice how to speak English. Furthermore, teachers should regularly check for the students’ understanding the lesson by saying “Please put thumbs up or thumbs down” if the lesson is clear. Teachers should encourage English learner students to continue building their literacy skills in their home language because study show that English learners learning to read in the home to promote reading achievement in the second language.