Message To Ell Teachers Essay

English language learners (ELL) are one of the fastest growing classifications of students attending schools in the United States today. They represent a diverse group of students typically coming from homes or backgrounds where English is not the primary language spoken. Additionally, ELL students experience difficulties communicating or learning academic instruction in English.

Promoting student success is the founding principle of each of the Educational Leadership Constituencies Council Standards for Educational Leaders (2002). Influential educators combine their knowledge of leadership styles with personal experience in order to meet individual needs and encourage all students to achieve their potential.

English learners are currently the fastest developing student population in schools today. This makes it extremely important to provide these students with the programs and services they deserve. Providing a strong education for ELL students is what I personally believe to be an asset in America’s future. Today there are many challenges I believe teachers and students face when it comes to instruction and assessments.

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.

The authors of the article explained how important it is to meet the needs of the students with limited English ability in the education system. One of the main point expresses about how frustrating it could be for these students, especially if they were never expose to this sort of environment or language before. Another point that was made in the article, explains how the educational system was not prepared for changes in this sort of population. In most cases, some of the curriculum that is being offered in school cannot be changed to accommodate English Limited Learners, also known as ELLs. Budget is also another issue, as schools are limited to hiring more ELL teachers.

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.

Over the last decade or so, important legislation has been implemented to positively ensure fair and equal access to a quality education for English Language Learners (ELL). Change did not happen without there being obstacles to overcome. There were many overturned cases that initially sought to strip English Language Learners of their basic rights to an education. Yet, there would eventually be legislation instituted to help alter the course.

The class is a mainstreamed first grade co-teach class of 34 students and two teachers. There are 16 females and 18 males that included 12 active English Language Learners (ELLs) (5 females, 7 males) and five Level 5 (proficient) students. The 12 ELL students represent five languages—Spanish (7), Chinese (1), Chin Burmese (1), and Arabic (2), Brazilian Portuguese (1). Eight of the twelve students tested at Level 1 on the WIDA language proficiency scale.

Over the past 15 years, the number of ELL and ESL students has rapidly increased to nearly 5 million. These students come in significantly below those of their peers in nearly every aspect of academic performance. In order to ensure that these students’ needs are being met, you must have a significant amount of coordination and collaboration throughout the educational system. Under the law, each school district must show that the entire student body as a whole is meeting the same academic standards. These subgroups (ESL and ELL students) must be meeting the state proficiency goal as well.

Rather than address both elements of the standards, the purpose of this report is to analyze high school Common Core State Standards for English Language Arts and related debates. Topics include:

Growing up in an incredibly diverse area, I completely overestimate the availability of ESL (English as a second language) and ELL teachers. Because all ELL students do not have access to such help, educators can do well to make a personal effort to reach out to their ELL students. By making a personal effort to connect with ELL students, educators can better understand how to help them get the most out of their education. Giving them special attention will not only help them succeed but also make them feel more comfortable and welcome. Educators could go above and beyond by making special copies of homework assignments for students that feature both English and the students first language. This way they will no doubt understand what is being asked of them, but also learn new words at the same time! Another way educators could show a personal effort could be by making time to work with the students outside of classroom time, further explaining anything that was taught

A vital individual when it comes to initiating change is the person willing to take action in order to construct something different. A person willing to own the outcome and lead the change is the critical element in producing change. Without the leader of change stepping up and accepting responsibility, all others have is an awareness of the problems that exist, therefore, change doesn’t transpire. There are countless people who are constantly eager to share all of the items which they believe need to change, with anyone who will listen. There are far fewer who are willing to step up and lead that change. Teacher leaders have the vision to generate change in their schools, and are a vital asset to change. Catalytic leaders are needed throughout schools in order to make change happen. Leaders with an expertise in the area of change are authentic, initiative, and influential.

Successful administrators possess the necessary attributes that help them make decisions and solve various problems. All school leaders, regardless of their title or role in a building or district, will face obstacles involving individuals, community members, staff, and students. In order to address these challenges, leaders must understand the issue, formulate and apply a solution, and then reflect on their implementation of the solution to decide whether or not it is improving the situation. By no means is this an easy task, but effective leaders must strive to make sure their students, personnel, and constituents are being led down a path that will lead to overall academic and personal success. According to Young (2008), “as such,

Hi, I’m Jan Anglade and this is my professional goals podcast. My future professional goals are related to sharing my expertise in regards to teaching English Language Learners. My desire is to be an in-school ESOL coach in addition to continue being an ESOL teacher. By being an ESOL coach, I could not only share my knowledge related to English learners, but at the same time I could assist my administrators with circumstances related specifically to ELs. As I organized my thoughts in relation to my professional goals, I noticed that, even though my school serves exclusively English learners, there are diverse situations related to their unique challenges that are not being addressed, as well as the students being treated as native-born.

The principal must have knowledge and understanding of effective communication strategies when collaborating with staff, educators, and students (O 'Connor & Jackson, 2017). The teacher’s morale is ultimately impacted by the principal 's open-line of communication; therefore, the school environment affects how the principal is perceived by the teachers and staff morale can influence student learning. However, the principal should focus on developing a collaborative relationship among the teachers, which foster new ways of exchanging view points and ideas (Whyte & Karabon, 2016). The principal plays a major role in how effective the vision or goals are followed by subordinates. In other words, how the perception of the principal ethical and values are aligned with the teachers. Hence, collaboration in schools is, the result of teachers and principals working together for the end results, which are student’s high achievement in learning. When the skillful principals and the sagacious educators “walk the talk” effective leadership and the strategic guidance is a must in the collaborative community of succeed.