Student 's Level Of English Language Proficiency

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

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

I would suggest that the teach speak slowly and provide enough time for the ELL student to think about a response because the students are translating words to English in their minds..

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

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

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.

Reflecting back on my field experience, I was able to gain quality insight as well as a better understanding of the teaching and the learning process of ESOL in a mainstream classroom. My experience in Mrs. Little’s classroom has shown that the role of the ESOL teacher is to educate students in functional language skills, offer content that is academically challenging, and helps students acculturate to the new language and culture.

ESOL teachers should ensure that all learners are treated equally and have equal opportunities regardless of their race, sex, cultural background and abilities. During the observed lesson, the teacher treated the learners with equal respect, he gave them equal opportunities to participate in the activities and discussions, he listened to everyone and respected their views and opinions. The class was conducted taking into account the multicultural nature of the class and different backgrounds of the students.

Despite having researched the educational challenges ESOL students face, it was only by actively engaging with students that I came to understand the disjunction between the resources available and the requirements for progress in the educational system. ESOL students, lacking familial support and economic resources, are deterred from advancing in their efforts to learn English, thus leading them to become discouraged and

On my second visit to the class, I definitely observed major improvement from the ESOL students, especially Mike since he was a brand new student from Haiti when I did my first visit. Mrs. Lundman would definitely use the right modifications to her lesson to accommodate the ESOL students. ESOL students are on the rise every year. According to Alexa Volland, for the Gainesville Sun, describes: “In 2011-12, there were 244,376 ESOL students enrolled in Florida schools, most of them in Miami-Dade, Palm Beach, Broward and Hillsborough counties.” That is why it is very important to have the right qualified teachers and resources to help these students coming from other

Students attend class twice weekly for 1 1/2 hours a day, Mondays and Wednesdays from 9:30-10:45.

Teaching Plan would include 6 evening or day classes consisting of 2-3 hour sessions of education and group discussion. The topics and discussions would be as follows.

Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from

In an effort to gain useable and positive feedback from English language learners, teachers must use ongoing assessments. Whereas standardized tests only give information on students during a certain part of the year, ongoing assessments will allow teachers to monitor students’ progress throughout the year. Informal assessments are very beneficial in monitoring the progress of students. One type of informal assessment is the use of role playing. During role playing, students are given opportunities to speak in English dealing with different situations. This assessment will let the teacher observe how well the student is comprehends the scenarios and how they respond to them. This type of assessment is effective because it allows students to put the English language into use increasing their English

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.