English Language Intervention Paper

Students for whom English is not their first language face an array of challenges in their high school courses. Specifically, Roosevelt high school (RHS) has a high ESL population. Many have transitioned out of the ESL program. However, RHS, like many schools, lack the awareness of language objectives that need to be planned simultaneously when teachers plan their curriculum and instruction. Language objectives are those goals that have been intentionally planned by the teacher with knowledge of the student’s language acquisition. Language supports are those scaffolds that can be used by the teacher upon student need, specifically an English language learner in an attempt to make the content comprehensible, or as Stephen Krashen would

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.

• Test scores comparing ELL students and native speakers of English as well as number of ELL students identified as requiring special education services

Differentiating instruction for ELLS is extremly inportant for their success in school. Sheltered Contenent Instruction state, "REsearch suggests that English learners benefit from a seperate block of time for ELD or ESL." They also stated that sometimes this can not happen due to the large amount of ELL's in a classroom. In this case the teacher can co teach with an ESL teachers to help these students.

As such, the importance of further research is to determine if these students are actually being placed there due to the inexperience of teachers’ knowledge regarding ELL students. In addition, the ethical implications of this topic is, these students then become further behind from obtaining the necessary English skills in speaking and writing required to be successful academically in school and in the future workplace. Indeed, it is essential that administrators and teachers in our school system correctly identify a student with ELL difficulties versus a true learning disability and thus, decrease the number of ELL students dropping out of school. In particular, this topic is very relevant in my future role as a new special education teacher, as I will potentially be evaluating ELL students’ academic progress and their possible need for special education services. The current trend is that ELL students are being disproportionately placed in special education services and, as a result, fall further behind in acquiring English, are subjected to bias and inaccurate assessment, and have higher drop-out rates when inexperienced teachers are in charge of their

I used this application in my intervention class this past year as an intervention for students who struggle with spelling and vocabulary. I would use assign the student a set of 5-10 words and the student would learn them through flashcards and interactive games using spelling city. Spelling city also implements the “Words their Way” program and has built in assessments.

The mere reference to the label given to students acquiring the English language potentially sparks debate amongst educators, policy makers and researchers. The federal government refers to these students as Limited English Proficient (LEP) students. This identification references the deficiencies the student may have rather than to identify the diversity and gifts that the student may possess. Such labels set premature limitations of the student and predisposes the student to limited rigor in instruction. Educators and researchers reference the same subgroup of students as ELLs, establishing the understanding that with sufficient support, increased rigor and cultural understanding, students will succeed.

An ELL student presents a challenge because they may require extra attention and instruction for basic tasks, therefore taking up important instruction time. Gottfried addresses this as well in his findings. In the study, he finds that teacher training is one of the most important things. However, years of experience have little to no impact on a teacher’s ability to teach ELL students; what did have an impact was extra formal training in English as a Second Language (ESL) courses. The more specialized training in ESL a teacher had, the better achievement and socioemotional skills both ELL and non-ELL students possessed, and this is good news for teachers. There are unlimited resources available out there for teachers to partake in to help bolster their understanding and success in teaching new things and students with different requirements. Gottfried also points out that when policy-makers, teachers, and administrators focus on how to improve classrooms without necessarily focusing primarily on academic achievement, then ELL and non-ELL students alike may have increased skills in many areas, including socioemotional. Therefore, any teacher overwhelmed with the task of teaching any student that requires special needs or attention can find resources and training to help them

This chapter focuses on the versatility of the ELL within our classrooms. There are a couple points that are highlighted within the article, but the main focus seemed to be around assessment of the student and the instruction. Those were two components that defined how the student would be instructed to get the best outcome for improvement in English proficiency in literature and language. Although each ELL student has their own unique pattern, they may align with a general profile characteristic, which can lead the teacher in the general direction that will hopefully best fit the need of that student. Then the instruction process is just as tedious as the assessment, but is necessary for the student to continue advancing within their classes.

R1 expressed concern over the lack of research with the specific ELL students that he/she works with and the difficulty of educational gaps with those learners. R1 did not further explain what educational gaps are challenging, if the challenges are language specific or possibly due to other learning difficulties. R2 partially echoed R1’s difficulty of an educational gap by explaining his/her concern with a lack of students’ English language knowledge when entering class. R3 reported the challenges were communicating with parents that have no English language skills. R3 did not state any challenges with educating ELL students. R3 further explained that the difficulty is when a translator is not available to assist, which may mean there is a lack of support in the respondent’s school and/or school district for ELL services. Lastly, R4 stated that there are no challenges in educating ELL students as long as they are taught with lots of visual aids. R4 did not further explain if visual aids are the only tool necessary for success or any other reasoning for why no challenges

Over the years, many schools have grown increasingly with diversity. As teachers, we must be aware of the many different students we will have in the classroom. This means that all our students will learn at different rates, take in new information differently, and overall have a different perspective on certain topics. With so much diversity in the school system, education policies for students who are English Language Learners (ELL) have greatly emerged. Many individuals move to the United States for better opportunities or to ensure their children obtain an education. With such a growing number of people entering the United States each day, emerging laws and cases must aim to support English Language Learners to ensure a fair and equal education for everyone.

This week, aspects that were important were the essential components of instructional programs for ELL students, differences in ESL and sheltered instruction, choosing the right program, and the new component being sheltered instruction. The essential language components for instructional programs are ESL instruction, content-area instruction, and supporting the student’s primary language. There are differences between ESL instruction and sheltered instruction, with those differences aiding in determining the right program to use as an educator. A completely new component to me this week was the information on sheltered instruction.

An additional consideration for teachers is the recognition that these students are different in their cultural and linguistic backgrounds, abilities, strengths, and learning needs (Correll, 2016). Although ESL students represent a broad spectrum of socioeconomic levels, they are more likely to come from households in poverty and to have parents with limited formal education (Correll, 2016; Garcia & Cuellar, 2006). Aronson and Laughter (2016) added the need for schools to educate ESL students’ parents, educators, and educational leaders regarding culturally sensitive instructional programs are vital for United States public schools. Correll (2016) noted, the level of needed support in learning English also varies among students according to their prior schooling and literacy achievement in their native language. Therefore, some ESL students may require specific linguistic and content area instructional supports. Students’ primary languages also affect English language acquisition, as ESL students whose primary languages use alphabetic systems and styles of written communication have unique language abilities and learning needs (Correll, 2016). In addition, ESL students may exhibit stress or anxiety as they enter public school classrooms because of their English language deficiency (Correll, 2016). In general, educational risks for students are related to multiple backgrounds factors, including

They are capable of preforming grade level core material up to but not including Basic level in ELL-IV for reading concepts. In other words, this student is performing at an Emergent level in EEL IV and therefore has reached all the performance indicators in the Pre-Emergent levels of skill progression ("ELPS Guidance Doc.," 2015, p. 2). Now the teacher can review all the domains and performance indicators to adjust and implement sheltered instruction observation protocol (SIOP) methods of instruction, activities, and assignments to accommodate the lack of English skills need to perform at grade level. By using the AZELLA an instructor has the tools in order to facilitate achievement among the English Language Learners in their classroom.

Reading is the process of decoding words and the ability to understand words accurately. It is an essential part of early literacy development and enhances learning across the curriculum, from Pre-K through adulthood (Mangen & Velay, 2011). An ELL is a student who is served in a program of language assistance such as an English as a Second Language Program (ESL; U.S. Department of Education, 2014). ELL identification varies by state and generally includes students whose home language is not English and who demonstrate limited English language skills and a need for special support in English language development (Solari et al., 2012). A large issue