SDAIE Strategies

When it comes to literacy, you have to first keep in mind where the Hispanic person is born. Birthplace is a major factor. When a student is born outside of the U.S., they have more Spanish skills than English unlike someone who was born in the U.S. They speak Spanish in their homes, but they also learn a lot of English everyday also while living in the United States. Of course someone who was born in the U.S. will have higher English literacy as opposed to someone who wasn't. The Hispanics who are immigrants are at a disadvantage, especially when it comes to socio-economics and education. Together, socio-economics background and education are closely related to literacy just as much as it is to bilingual. Hispanics have to coordinate work with learning English, while also being able to be there for their children.(Ortiz, 150)

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

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

Think about a lesson that you might teach. Briefly describe it and at least four types of sheltered instructional supports you might provide for your ELL students.

The best way to educated English language is to put them in an English language class. “They argue that allowing and even encouraging students to learn in their primary language is expensive and does not expose them to enough English become proficient quickly.” (http://www.theatlantic.com/past/docs/issues/98may/biling.htm) In some cases it may be expensive for school to deliver the instruction in different language.

The curriculum for English-Spanish Learners (ESL) or English-Language Learners, was created to assist students who do not speak any or little English. Angela Valenzuela describes in her article, “Subtractive Schooling, Caring Relations, and Social Capital in the Schooling of U.S.~Mexican Youth,” that

For a period of time I was an ESOL (English as a second language) classroom teacher. This meant part my class was native English speakers and the rest was native Spanish speakers. All of my little first graders had an entire year of culture appreciation and learning to be patient with one another. They learned about holidays which they both celebrated and holidays they did not have in common. When certain Spanish speaking students would get tired of finding the correct English words they would speak in Spanish.

Sociocultural influences on ELL students are very strong; some families feel that their social life is a major part of their culture. The use of bilingualism is someone that is fluent in two different languages. An ELL students home language can be quite different than English. The students’ family may have no desire to speak English. This cause many learning delays because of the lack of practice. The parental and community resources for English acquisition in my area are scarce, but they did locate an amazing website for ELL families. The school district around me can improve their home and school relationship by getting the families more involved in their child’s education.

According to Gleason and Ratner (2013), “In the United States, the proportion of children who are raised learning more than one language is estimated to be about 20 percent, with Spanish becoming the most common second language (Gleason & Ratner, 2013, p. 75). My interview this week was with a teacher, Mrs. T, who teaches young English learners. Mrs. T teaches children who are in the first grade. Because the school has a growing Hispanic population, the native language of the children she teaches is Spanish. The interview took place in her classroom during the last hour of the school day. I observed as she worked with one of her students in particular who seems to

* How experiences outside of the school community are integrated into planning for post-secondary outcomes

Many students who are English language learners come from a background were in their household they speak another language rather than English. This is why it is very hard for them to adapt when they are entering a school. According to the 1968 Bilingual Education Act, this act mentioned how English Language Learners faced problems and how they came up with educational programs to help students who were Spanish speaking students (Stewner-Manzanares, 1988, P.1). The Bilingual Education Act was put in place and with this act they wanted the federal government to deliver programs that would help students who were Spanish speakers (Stewner-Manzanares, 1988,

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.

From the end of the Second World War to the present day, California strengthened its area as a political, social, and cultural trendsetter. California is also extraordinary than most other states because of its diversity in the people and climate. California’s diverse topographical features such as, the rainfall, temperature and sunlight vary throughout the state. The seasons also vary in California changing the areas climate. Since the beginning of European settlement in California, climate has become increasingly important in shaping the state’s economy (Osborne, 6).

In my view we don 't do very well in fostering our children 's cultural identity. It 's not something I 've seen to be emphasized or build upon. The environment is welcoming and respectful that is true. Our staff and children are culturally diverse. I’ve never seen a child turned away or excluded because of their culture. I do believe we respect everyone 's culture and beliefs and practices. However, I don 't see much of it being incorporated. We had a spanish speaking student once. We respected the culture and the family and there was one staff that was able to speak with the family. I tried incorporating spanish songs, I tried introducing words like the fruits or colors in both english and spanish. I only knew a few short phrases in spanish and I tried using them whenever possible. Although we had that language barrier she was able to communicate with me in other ways and I was able to see that she was developing at a nice pace. I tried creating

Children gain great academics from learning Spanish in school. Many people are to limit what young non graduated students learn and impede them from being capable of learning Spanish. Why would they stop them from learning? Parents think that America should be an English only speaking country and wouldn’t appreciate a foreign language to be involved. I believe it makes you more intelligent in various ways. I say that for the sake of children learning Spanish at such a young age gives them a huge advantage in college. “ Studies on language development, however, show that the more exposure young children have to all languages actually gives them a distinct