Teaching Students with Diverse Abilities

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

Classes in ESL Services are designed for their students’ needs and the faculty helps them to achieve their English goals. The English Language Program (ELP) has not been fully developed. The class I observed is just beginning to incorporate the needs of non-English speaking students due to the need of ESL students. A teacher assists 4 students.

I am new to the profession of education, but where I lack in experience I make up for it when it comes to my enthusiasm and willingness to learn more. My first field experience was at Milton Union high school, and it was also the most scared I’ve ever been in the classroom. However, when I went to Stivers School for the Arts things got even better—I felt more prepared. This year I’m back at Stivers and so far everything has been good, and I really enjoy working with my cooperating teacher. This year will be a test of my endurance and capabilities. I am up to the challenge to work with students who are linguistically diverse, even though I know it might be difficult at times. Studying Spanish for six years half in high school and college have given me an idea of how disorienting it is to not understand the language. Not only is it disorienting it is also very challenging, because languages are all unique in vocabulary and grammar structure. These experiences will become of aid to me when I’m working with ESL students in the classroom.

The article Principles and Practices of Sociocultural Assessment: Foundations for Effective Strategies for Linguistically Diverse Classrooms, is written to inform the readers about different types of practices that teachers can take into action when working with ESL students. In this article, it mentions how different principals help to accommodate the ESL students. One of the principals that was mentioned was is that learning is social. In the article, it was mentioned that learning is social because it helps students to understand and use interaction with others to share meaning in a social setting (Smith, Teemant, & Pinnegar, 2004, P. 39). In the article, another principal that helps ESL students is that teaching is assisting. The meaning

The goal of a bilingual education program is to develop both academic and core content skills through the use of both English and the first language, and through this development, strengthen all aspects of English language learning. ESL programs focus on using strategies designed for learning a second language to develop a student’s English language learning. The goals for both programs are that students will be able to speak, listen, read and write English competently and that these program will comprise just one piece of the school setting for English learners. They are also alike in that they both focus on the English language

The ESL for College and Career Foundations, is focused on ESL students who are at either an English level 1, 2, or 3. This program assists students in understanding and comprehending English and the computer to search for job offerings in their studied field. The program has 5 classes separated by the students’ English levels. The classes

Several journals and studies have been presented within the last ten years that have explained why teachers acting as mentors in imperative to children becoming successful students. TESOL Quarterly had published an article called “Research Digest: TESOL Topics in Other Journals” by Sara Michael-Luna, which provided much insight into what it means to students and teachers. This article is a part of a study that outlined classroom dynamics between teachers and ELLs. This study specifically looked as a suburban white middle school in the Northeast region of the United States. Though the focus is on the schools in the US that are learning how to teach nonnative speakers, it examines the stories of Hispanic American teens that had the assistance of mentors in high school. These mentors, that were teachers, helped them in establishing autonomy and even counseled them when in need. The students that needed help were often first generation college goers, as well as being new to high school curricula in the US. It is important to be mindful of the areas the studies are being done in and the demographic they specifically look at.

When I first read about the ESL academy, I was intrigued because I had never attended a professional development that addressed the needs of ELL students. I applied for the academy because there were no teachers in my district with ESL training or endorsements and because I saw it as an opportunity for both professional growth and professional advancement. Although I work in a district where there are very few ELL students, most of the surrounding districts have a statistically significant percentage of ELL learners. I hoped by attending the ESL academy, I would have an advantage by receiving training that will soon be essential for teachers in my district. Because of my previous training on meeting the educational needs of struggling

A great way to begin learning how to effectively educate ELLs is to ask for the help of a mentor teacher. According to Peregoy and Boyle (2008), there are many things yet to learn about second language acquisition and even the experts disagree on some aspects, however there are three prevailing theories that all ELL teachers should consider when developing an effective classroom experience for their students (p. 46).

Our ESL learners receive English learning daily for approximately 60 minutes daily with trained ESL teachers, affording the students the time required within a small group to focus on English language learning activities. Lessons and activities depends on the students developmental and understanding of the English language. Therefore, promoting a fun and safe learning environment supported by teachers creating an optimal learning experience. Once students have obtained a level of social and academic English language, services become less intense. Providing students the opportunity to be successful in other learning environments independently. Students learning pathways are determined according to the guidelines of the Response to Intervention model.

The ESL learner in the mainstream school: Discuss the nature of an ESL Learner and the cultural considerations teachers need to be aware of which may impact on the learner’s second language acquisition and, therefore, inform classroom practice.

Teachers may have various beliefs toward learning and teaching. teachers’ beliefs regarding learning originates from three sources: . Variations in teaching beliefs result from the assumption that teaching is completely a personal activity.

According to the teacher’s survey and interviews the school has high number of ESL students in the classroom, and the teacher students ratio is increasing from 15

Effective teaching of EAL/D students involves an understanding of the characteristics of their learning, including education requirements and standard development pathways. Mya, a student from El Salvador, having Spanish as her primary language is categorised as an EAL/D learner. She must, in many ways, learn more than the average student as she is simultaneously learning English, learning about English and learning in English. All of these are required for her to participate in not only informal peer interactions but also academic and more formal contexts.

My TESOL educational background, research experience, and online teaching experience enable me to design ESL curricular, courses, and teaching materials, teach face-to-face, hybrid, and online courses, and collaborate with other colleagues to undertake research and enhance the teaching quality of the ESL program at CCC.