Ginny Osewalt Summary

Allen, Ms. Chursenoff and Ms. Diaz were able to overcome many of the previously mentioned challenges by desiring to understand their student's challenges and realizing the responsibility that they hold in their education. Ms. Chursenoff observed that it was important to "become familiar with a variety of cooperative learning strategies" (Ariza – Whelan, Eileen N., p. 4, 2010). She also realized the importance of always "implementing instructional strategies that are congruent with Hispanic cultural traits" (Ariza – Whelan, Eileen N., p. 5, 2010), in her situation, but those strategies can be utilized for all cultural traits, as well. Ms. Diaz "realized the only way she could help her students become successful in learning a second language was by learning what she did not know about their culture" (Ariza – Whelan, Eileen N., p. 7, 2010). That excites me! I would love to study and research other cultures. I strongly believe teachers do "have the clearest understanding of what needs to be done to successfully educate students in today's world" (Ariza – Whelan, Eileen N., p. 7, 2010), contrary to what the majority of people may surmise. I absolutely love how Ms. Allen advocates for her students. She stands firm against the ideas of policy makers to be the ones who make the laws for the children in her classroom. She shares the same beliefs and values that I have as a teacher. I truly admire

This student may need extra support to understand the meaning of words or what is expected of them. If they are particularly bad at English you could provide things such as flash cards and labels on items to help them learn. You could also encourage some more extrovert, friendly, 'wise' students to befriend them to help with their language.

Many of their learning needs are similar to those of other children and young people learning in our schools. However, these learners also have distinct and different needs from other learners by virtue of the fact that they are learning in and through another language, and that they come from cultural backgrounds and communities with different understandings and expectations of education, language and learning”. (NALDIC, 1999).

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 an educator walks into her classroom for the first time, she needs to be prepared to encounter students that come from a variety of backgrounds. The children will be in different stages of language development, and the educator must accommodate for each of these students. Magruder, Hayslip, Espinosa, and Matera (2013) state, “The US Census Bureau projects that by the 2030s, children whose home language is other than English will increase from roughly 22 percent to 40 percent of the school-age population” (p. 9). This increase in second language learners will cause the educator to accommodate for those needs. Second language learners “need teachers who welcome them and recognize their unique abilities, what they know, and what they need to learn” (Magruder, Hayslip, Espinosa, and Matera, 2013, p. 10).

Recently, as the schools in the United States become more diverse in cultures, the needs for new English learners to learn the basic of English and grow in fluency has expanded. Nevertheless, a major of English learners receive insufficient education and have low achievement at school. Therefore, the approach of the schools for English learners might not be sufficient for them to unchain themselves from the boundary of differences in language and culture. As a result, the article “What It Takes for English Learners to Succeed” from Jana Echevarria, Nancy Frey, and Doug Fisher provides a guideline for teachers to help their English learners by using the four practices of “Access, Climate, Expectation, and Language Instruction.” The four practices can be divided into two categories. Access, climate, and expectations focus on educational settings, while language instruction focuses on teaching contents.

The author suggests screening native language and English language and literacy development from early education through the transition process, and then in English when students are prepared to leave and are no longer getting reading instruction in the native language. The author states that a team method to problem solving that considers many of these issues may ease the progress of a proper instructional plan. Plans and instructional routines such as repetitive language, rapid pacing, modeling, time to practice, and discuss school employees do not delay literacy instruction until student’s English oral skills are well-developed, but instead support Students benefit when school employees are focused on meeting student’s educational needs rather than on finding an outside source to explain the educational needs. Instructors, including the ones in special education, are worried that they do not have the knowledge and skills to properly teach English language learners. The author states how these teachers are scared that their lack of knowledge of the student 's native language makes them unable of providing valuable education. That 's why, it is important that teachers are provided with the resources required to support them in this process.

As I previously mentioned in the past paragraphs, I have English learners in the classroom, for that reason I decided to focus on several SDAIE strategies throughout the unit. Those strategies are visuals, graphic organizers, gallery walk, and sentence starter/frames. The use of visual aids including kinesthetic delivery of the lesson creates a real experience for the students and a real model of what they are learning about. The use of various SDAIE strategies will be incorporated, including but not limited to speaking slowly, providing individual assistance, and scaffolding. The SDAIE strategies are helpful for all of the students in the class because most of the students come from Spanish speaking homes and they struggle with the language. In order to provide extra support to Els, I designed the unit with lots of group work and pair sharing which is very helpful for Els, because it allows them to participate and become engaged with the content verus having to work alone. These accommodations for learning and assessment tasks provide students with access to the curriculum and allow the students to demonstrate their learning through a variety

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.

School board members across the country want to better serve the students who are English language learners. Because countless English language learner students spend part of their academic day in a regular classroom, the general education teachers need to be trained to understand instructional strategies and techniques to aid in advancing this population of students (Stover, 2015). Consequently, it would also be beneficial for school board members to support the bilingual and English Language Learner Specialist in training all teachers in the district on ways to better serve this population.

The author, Melinda D. Anderson, sheds light on a growing problem in America. Today, thousands of students are experiencing difficulties when trying to earn an education because of the language barriers that prohibit them. Additionally, educators are ignoring this dilemma and making matters worse by enforcing English-only policies. The author believes that educators should discover a way to intertwine languages in order to help struggling students to overcome their language barriers.

She also notes the difference between academia language also known as CALPS: cognitive academic language proficiency and meaningful language - BICS: basic interpersonal communication skills. She mentions how academic language requires more comprehension of the language than interpersonal language; which is more informal and contextual. She also illustrates the importance of treating students for who they are going to become, not the by the fact that they are struggling. A methodology that is represented throughout the book that illustrates the ways teachers can accommodate their language learning students is with scaffolding. Scaffolding is a variety of instructional techniques that are used to assist students to move towards a better understanding of the content and towards independence when it comes to their learning processes. The teacher provides a form of temporary support that will assist the students reach increased levels of understanding and skills acquisition that would not be achievable without aid. All in all, this book will be great for all K-12 teachers and professors; but, I did not review this book because I already did a book review for this book in a different course and it would not widen my prospects of learning more about special

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

“ Students are great would be a good mnemonic because it is catchy. Although there is one more ruler after Sunni Ali using mnemonic is an effective way to facilitate storage and retrieval. For me memorizing the name and location in history class was extremely difficult when I had taken it in high school. After learning about these strategies it got a little bit easier and understandable. In conclusion I believe that mnemonic and utilizing concept map is an effective way of storage and retrieval but this may not be an effective strategy for everyone. Some learners are visual learners, auditory learners, some write to retain information, and active learners also known as kinesthetic learners. These methods work for certain types of

About Mnemonics: Mnemonic devices are useful memory aids that can be applied to many different aspects of daily life. There are always certain tidbits of information that people just can’t seem to remember in the form they are presented. People rely on mnemonics when they create some association between that information they wish to remember and other concepts that they already know, or find easier to remember. The use of mnemonics has also been shown to be of significant value in the field of education. Manalo has shown that instruction using a specific type of mnemonics known as “process mnemonics” produced improvements of mathematical ability in students classified as learning disabled [3].Process mnemonics are used