Mrs. Cannon 's 2nd Grade Class Narrative

teachers of ELLs and more importantly, higher outcomes for ELLs (p. 9). De Jong and Harper (2005) consider instruction that takes concern to, “explicit attention in linguistic and cultural needs of ELLs is lacking in most teacher preparation programs” (p. 101).

Teaching ELL's can be a very challenging aspect of a teaching job. Not only are teachers working with children who are scared, nervous and perhaps confused, but educators are working with students who may be encountering a great deal of culture shock. I believe that for me, this would be difficult. Honestly, I grew up a typical "white American girl" living the typical "white American life." I have not been exposed to many people who were not like me. Nevertheless, I am genuinely, looking forward to expanding my horizons and challenging myself to learn about other cultures and ways of life. Through the reading of chapter one, in Not for ESOL Teachers: What Every Classroom Teacher Needs to Know About the Linguistically, Culturally, and Ethnically

I observed a sixth grade classroom (eleven to twelve years of age) at a middle school in Ringgold, Georgia. The classroom seemed to be fairly even in regards to how many children of each sex were in the classroom. The majority of the students were white with a few african american and hispanic children among the mix. The sixth grade classes did not have enough employees to only teach one subject therefore, the teacher that I observed taught language arts and mathematics. The first thing you notice when you walk into the classroom is the mathematical shapes all along the upper wall like a wallpaper border. These shapes were projects from her students in the years before. The next thing that you’ll notice is the way the desks were set up. They were set up in three separate groups. One group of around twelve desks faced the

However, the incessant hovering and excessive involvement from Asian parents can add tremendous pressure and stress onto young Asians. In the Daily Collegian News, Penn State sophomore Trevor Hsu expresses, “It puts pressure on Asian [students] themselves to fit that stereotype…they can feel that they let themselves [and their families] down because they have not achieved the level of excellence that the stereotype has set.” (qtd. in Dailey). Because they feel guilty and shameful, many Asian students are reluctant to admit to their parents and teachers that they have difficulties with class works and assignments as much as their non-Asian classmates and consequently, they do not received the support they need to improve their performance.

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

Selecting materials relevant to ELL’s experience or culture; strategically using students’ first languages to make the content delivered in a second language more comprehensible teaching word learning strategies that build on first language knowledge such as using cognates; and frequently using partner talk to give low-English-proficient students more opportunities to talk with more English-proficient

The Asian group has strong standards regarding academic success. The United States Census Bureau reported that the percentage of Asian Americans to possess a bachelor’s degree or higher increased by 54% which shows a significant increase within the past 20 years (United States Census Bureau, 2016). Throughout much of Asia, children are taught at an early age to believe that education is the only path to success. While they are a distinct minority, their indicators of success in terms of education and future income occur because of the unique style of parenting which is based on the belief of the philosopher Confucius. Within their culture, they are taught to work on self-perfection which will help them achieve self-improvement in qualities such as diligence, determination, and concentration (Seal, 2010). Parents, family members, and their community assume the responsibility for teaching and disciplining children. Furthermore, they instill the belief that a child’s achievement or lack thereof is a direct reflection on the efforts of the entire family and community (Chen & Uttal, 1988). These types of demands coupled with academic

One Misconception regarding ELL students is that immersion into an English-speaking classroom is enough for students to learn English.

be English Language Learners, (ELL) for them to benefit from this lesson or to meet state

I found it interesting that of the three ELL teachers interviewed, only one had a personal ELL experience. This teacher teaches at my middle school. She moved here from Poland when she was nine years old. She didn’t know any English besides basic words like colors

At Katherine Elementary School Dr Vandaveer has her own portable where she can test students. Her desk is in one corner and there was a kidney-shaped table with a few chairs on the side of the room. Other than a couple filing cabinets the room was fairly sparse. There was nothing on the walls.

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.

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.

Myth: It’s impossible for us to involve parents of ELL students more as most of our teachers are monolingual English speakers.

Mrs. Lawrence divided her students into four stations or groups during her Reading/Writing and Math lessons. A group of students played educational games on the smart board, a second group would silent read during reading/writing, a third group would work on worksheets, and a fourth group would meet with here for one-on-one lesson instruction. Mrs. Lawrence had her students rotate every