At the beginning of this case study I did know any students that were ESOL. However, after talking to friends about my predicament, they began to give me suggestions and I was able to get two students to use for the case student. Originally, I hoped that I would have
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
ELL Classroom Observation Using SIOP Based on the observation, yes the student were aware on the language and content that was being used to access the activity. The children were asking questions and observing the examples giving to do the activity lesson; and there were assistant when they had difficulties. During the lesson there were a few children who needed more help trying to figure out what to do; because they were not getting it. The language the teacher used and the content was clear and consist of every detail, to understand what she was teaching and what she wanted them to learn.
Ms. Tate is very fluent in Spanish and feels that knowing that language has helped her in becoming a more effective teacher the Latin Americans ELLs. She can tell if a student has some hang ups in the English language and therefore can recognize where the problem lies. She can see if they are not getting a certain language pattern and why, then she can compare the two languages and focus on how to get through the barrier by explaining the differences between the two patterns. Tate also says using the Krashen method where there is more comprehensible input and not everything is based on output produces better results than when she taught before and students had to listen for a long time before producing anything. She loves the curriculum we have: Sopris, Direct Instruction for true Spoken English. It is based on Krashen and gives comprehensible input in repetitive patterns in small doses. It runs
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
“They are your kids, not mine!” The typical excuse content area teachers will say to the ESOL teachers when any issue arises regarding the education of the emerging bilingual students. The truth is that everyone in the school building, including content area teachers, office personnel, and administrators, should be involved in educating the emerging bilingual students, not only the ESOL teacher. Content area teachers need to be aware that if the students are not proficient in the new language, they will have challenges in all the content classes. Even in the Common Core Standards, the expectation is for teachers to develop not only their content area, but at the same time improve the academic language. One reason is that since the Common
By providing different learning experiences in the curriculum teachers will be able to meet the needs of each student’s learning style. For ELL students, New Caney Elementary offers Bilingual programs dedicated to teach both languages, Spanish and English, that will essentially allow ELL students to learn the language. Programs like these were created to help students to thrive academically no matter their circumstance. To assess students at all times, one as a future educator must ensure that we are assessing the students in each lesson plan. The teacher must ensure that each student is grasping the content presented to them by monitoring their gained knowledge. In order implement the units from the curriculum, I will strive to provide various learning experiences to each student. I will provide visual activities for my visual learners, have hands on activities for my hands-on learning students, and provide discussions for the ones that learn through hearing and repeating things out loud. Each learning experience is crucial to the student’s academic success. By providing different types of learning experiences I will be able to make the lessons more effective and
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.
I interviewed an Instructional Aide that I work with at Cottonwood Elementary. Her name is Marcela and she works with the Kindergartners. She moved from Argentina to New York when she was 3 years old and her first language was Spanish. Her mother put her in preschool when she turned 5, to help her learn English. Marcela shared with me that when she went to school she felt very sad, disconnected and was constantly looking for other children that spoke Spanish. She did find a girl who spoke Spanish and she became “buddies’ with her. The girl that she befriended would help her by translating everything the teacher would say, which was all in English. Marcela said she was speaking English by Kindergarten, but she must have had a strong accent because they put in her in speech
The instructional setting is two eighth grade classrooms with class sizes of 28 and 32 students. Of the 60 students, ten are Hispanic, four are Asian, and one is African-American. All ten Hispanic students are bilingual with overall California English Language Development Test (CELDT) classifications of: one student intermediate, three early advanced, and one advanced. The remaining five Hispanic students have been reclassified to English proficient and do not require EL support. Four students are foster youth. Nine students receive special education support.
The second classroom I observed was a first grade class of twenty-five students. Students in this class were all of Mexican descent and labeled as early intermediate English language learners. The
Ayleen Garcia 1 A/B Teacher: Ms. Zapata Where: Seabourn Elementary Time: 4 hours 50 minutes My observation purpose this week was to find out from my mentor how many ELL students were in her classroom. Ms. Zapata has thirteen students that are ELL (English Learning Learners), which concludes with it being her entire class. Furthermore, Ms. Zapata plans her lessons by having certain days where it’s Spanish day for two days and English days for two days as well, gathering this from a Bilingual Program her class is in. Although, on Friday it is a half day for English/Spanish. Resources are practiced in both languages so students are able to understand properly, there are times that students work one-on-one with Ms.
When trying to communicate diversity issues with parents about certain needs in your class for their child may be difficult. Especially, when trying to communicate among parents of ELL (English language learners) and ESOL (English for Speakers of Other Languages) students. Some of the difficulties you may run into are language barriers, misunderstanding of dialect, offensive gestures, and even frustration. As teachers when need to keep a cool head on our shoulders and approach this situation with a positive attitude, a plan, and a great expectation of the outcome.
In the second grade, all of the students were Hispanic and ranged from the ages of seven to eight. The two students that I worked with were, in my opinion, very smart when it came to doing their assignments. Considering that English is their second language, both students spoke well and were well-mannered. As far as their learning stages, their ways of speaking and doing their assignments showcased that they were at the age of a second grader. Not saying that they were anywhere near of falling behind, but with how they wrote and spoke it was evident and clear to me that they were in the second grade. Lastly, the characteristics from the students were shown often with the students being very active in their studies but also with their peers. Both of my students were socially competent and enjoyed doing challenging skills. For example, one of my students loved to practice their money skills and count coins whereas my other student liked to practice the maps of countries and states. Little things like this have taught me that you don’t always have to be over-the-top and extravagant with assignments for the students. Simply putting the alphabet, vocabulary words, maps, times table and money on the wall will trigger and push them to want to learn more about it. I know from experience when I was in the second grade, my teacher was from India and he had word walls that contained multiple ways to say “Hello” in other languages. This intrigued me to want to
Regarding the English teacher, she has utter freedom in what and how to teach. Nevertheless, she tries to plan the lessons with the main teacher to try to present the learners similar vocabulary in Spanish and in English. The aim of the institution is that students can approach to English in a friendly and positive atmosphere. Regarding the group I have been observing, it is integrated by 12 learners, aged 3 and 4 years old.