Needs Analysis : An Adult Class At Oakland International High School

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).

For example, for early pre-production of the language: I can ask questions of my students that they can answer by pointing at pictures in the book, speak slowly and use shorter words using the correct English phrasing, I can model language by saying and showing the meaning. Early Production: Ask questions that my students can answer with one or two words, add more opportunities for students to produce simple language, avoid the use of excessive correction and model phrases to the students and have them repeats it add modifications. Speech Emergence: Ask questions using "why" and "how" that students can answer with short sentences, introduce new vocabulary and model it in a sentence to student, good teachers provide visuals that connect to students background knowledge as many is possible and graphs and charts should be use and introduce because it help for easily understood of information. Intermediate Fluency: Ask questions such as What would happen if … and Why do you think …, when adding new academic key vocabulary for identification model it to students then, later ask students to produce the language during the class activities, teachers must create assessments that give students the opportunity to present in English after

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

Sonia Meirelles is a 27-year old Brazilian student, in the Intermediate English class, who has been studying English for 13 months (since August, 2011). Sonia has a degree in Biology and used to work as a biology teacher in a regular school, however she is currently unemployed. She then decided to start taking English lessons, so she could have more chances when trying to find a job.

RL.9-10.1.1-7 Reading closely informational texts and viewing multimedia to determine how meaning is conveyed and explicit and implicit through language.

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

Identify two specific learning needs the student has as an English learner, based on the student description and the responses.

The needs assessment consists of eleven total questions. The first nine questions employed a rating scale of 1 through 5. Question ten asked participants to choose one of the nine ELA shift kits on which they’d like to receive more information. Finally, question eleven asked teachers to rate our school’s progress on creating

YOUR TASK 7: You will set some evaluation criteria to assess students’ learning outcomes. Guidelines for the assessment of English language learners will help you establish your criteria for assessment. The final document will be set on the e-learn of the university. Each student can look at it and start sharing

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

Every day new students arrive in classrooms around the United States. Some come with little or no ability to speak and understand English. This was Osea four years ago. Attending school has helped Osea develop his English in the areas of reading, writing, speaking and listening. While Osea is making great progress, there are still areas in which teachers can support him so that he continues to progress toward proficiency in English.

Although demographics are excellent, there are still learning challenges that confronting the learning community. For example - 10 students and their families recently joined the school after migrating from overseas. These students and their families require a range of

In this case study I will introduce my student, his language background; his exposure to English before coming to Australia and his current level of English based on the ESL scales after analysing his speaking, reading and writing work samples. I will assess John’s proficiency in speaking, listening, reading and responding and writing and I will make a detailed profile of the reading and responding aspect.

Acquiring and learning a second language do not refer only to handling oral communication skills. It is more than that; it takes the students´ abilities in enhancing their lexicon, their management in syntax, and their perspective about words´ influences in people. Thus, summing this up, it is indispensable that ESL students have a grand deal about linguistic knowledge. In other words, ESL learners not only require speaking, but also reading, writing and thinking in English when they complete whatever English career.

Among several scholars and authors offering definitions to needs analysis, Helen (2010) describes it as a process in which language learners’ needs on particular language skills are carefully investigated by ESP course developers.