Language Delivery Project Analysis

Before we began, I explained to learners that I was introducing them to a sensitive topic and that it was necessary to be respectful and use appropriate language when giving an opinion. Previous to that, parents had been given letters informing them of the project contents and asking their permission for their child to be part of

ELL continue to rise year after year. In EDUC 628, the class delved into the rise of ELL in America and how the best teaching methods to approach each learner with. Every ELL student is unique and has different learning process. Although the semester covered a wide variety of topics ranging from dialects to teaching methods, every module served its purpose in providing a framework for future ELL teachers. Learning about how to teach ELL was significant to me because when I first entered the school system in America, I was placed into ESL and I have gone through the process of many of these teaching methods. EDUC 628 main focus was preparing students whose goal in the future was to educate ELL. The articles and readings assigned in the class provided a funds of knowledge going into each new lesson. Coupled with the readings, hands on activities such as the mini lessons and designing lesson plans provided each student with experience that will reflect on their teaching abilities in the classroom. In my paper, I will be provided a step by step synthesis of what was learned and accomplished every week along with a brief summary of the readings. I will probe deeper into the modules and lessons that piqued my interest the most and that also challenge my mindset.

In the beginning, I was frustrated and puzzled about what I was going to do as my project because no good ideas came to mind. On the day we wrote down what we planned on

It is essential to understand English language learners’ needs because ELL students face the combined challenge of learning all the academic content as other students, while also learning the language of instruction. With the rapid growth in the size of the ELL student population in the U.S., teachers who are effective recognizes ELL students unique academic needs, unique background experience, culture, language, personality, interests and attitudes toward learning for the purpose to adjust, or differentiate, their instruction to meet students’ needs.

Despite having researched the educational challenges ESOL students face, it was only by actively engaging with students that I came to understand the disjunction between the resources available and the requirements for progress in the educational system. ESOL students, lacking familial support and economic resources, are deterred from advancing in their efforts to learn English, thus leading them to become discouraged and

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.

It has been estimated that by the year 2025, approximately one out of every public school student will be identified as an ESL/ELL student in the United States. ESL stands for English as a Second Language and ELL stands for English Language Learner. An ESL/ELL student can be defined as a student whose predominant language or languages at home, is other than English, and would require additional English language support to develop reading, writing, listening and speaking skills. The difference between an ESL student and ELL student is minor; An ESL student participates in programs that are customarily specialized while an ELL student partakes in a traditional educational classroom. English Language Learners have surpassed other subgroups in becoming the fastest growing of the public school population. Despite the common misjudgement of some people towards the ESL/ELL population, 76% of the ESL/ELL students in elementary schools and 56% of the ESL/ELL students in secondary schools are native-born. The highest percentages of ELL/ESL students in public schools are found in the west of the United States. Taking the average of both bigger and smaller cities, ELL students make an average of 14% of the total public school enrollment and in suburban areas, ELL students make up an average of 8.5% of public school enrollment. The ESL/ELL population has more than doubled over the past 15 years and more than half of those students struggle with their academic performance. An ESL/ELL

What surprise me was that in 2013 there was a total of 5.3 million ELL students throughout the country. This number is shocking, there are many ELL students in our classrooms settings and yet there are not enough resources and not enough prepared teachers that can work with ELL students in an effective way. It makes you think as a future teacher what should I be doing to better perpare myself for those studetnss? What kind of strategies should I used that would be effective to them. Not only that but as teachers we should also think about on how can we explain to ELL students that they need to maintain their home language while learning English? We, as teachers, see the importance of maintain both languages, of not only speaking it fluently

As well, another activity that I thought was interesting and I would use in my future classroom was called the Fallout Shelter. This project made you think personally about your views and what you consider as important. This project asked each person to pick ten survivors from a list to put in a fallout shelter to protect them from the nuclear war that has occurred. Each person had a description about themselves that would help a person decide who to pick and who not to pick. Once I picked my ten and then got into a small group to share, I realized that everyone had a different top ten. I believe this assignment was to show us that each person has their views on what they think is important, and it also showed us how we could judge someone

during this project I learned a lot. I learned how to balance out supplies and and cost. How the world of business kind of works by balancing out quality and quantity. I learned the real difference between wants and needs. Like how if we all had what we wanted whenever we wanted it there would be mass chaos.

History helps us to better understand our heritage prevent disastrous events from happening again and help us to learn how to become better people And a better society as a whole. We study history in order to learn from our ancestors mistakes. Learning about all the terrible stuff that has happened in the past can help us fix what's going on in the present and better prepare for the future. I think this project has shown me that there is more than one point of view and the way that you see something may not be the way someone else sees something it also helped me get a better understanding of why considering mutiple sides of the story is

Unfortunately, I can't say that I feel that way any more. What attracted me to this project in the first place was the freedom I associated with it, an opportunity for using creativity above and beyond the normal classroom setting. I liked the idea of a project that reinforced a positive image of my classmates and I -- that we are talented, intelligent, capable young adults. However, the more I became involved with the project process, the more disappointed I became, as I realized my idea of a Capstone project is radically different from Marshall's.

Overall, I did not enjoy doing this project because it was extremely difficult, especially having to wake up in the middle of the night to take care of the baby, but I also believe this project was highly educational since I got to learn many new things. This project allowed me to experience the difficulties which many endure in the early stages of baby care. By taking care of the baby, waking up in the night, performing many tasks for the baby, it made me more empathetic towards mothers and appreciate their hard work.

One thing I realized from doing this project was that I was motivated. For example, group work helped me to stay motivated and focused on the topic even when the topic sometimes confused me. This is because group work allowed me to interact and discuss the topic with group members instead of just reading articles. Moreover, it forced me to be responsible to others and, frequently then, to do more and better work on the project than I might have done when only responsible

ESL students are students that speak English as a second language. Presently, there is many different system to characterize this type of students (qtd in Shi, Steen 63). For example, they can be seen as “English Language Learners (ELL), English for Speakers of Other Languages (ESOL), English Language Development (ELD), English Language Service (ELS), and