Why Is It Important To Encourage ELL Students?

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

She did this based on a belief that it would help ELLs and non-ELLs alike. The students in the second class reported that classmates were “friendly and nice” and the teacher “likes other cultures.” The results of this study indicate the very important role that a teacher plays in creating and modeling an atmosphere where ELLs are accepted, encouraged and participatory in a learning community.

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

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 many challenges I believe teachers and students face when it comes to instruction and assessments.

It is important to understand that the instruction of ELs is not only a matter at the school setting, but at the same time, it is an ongoing process that develops outside the school building. It is not only an inside the school venture, but most importantly, an outside the school. All educators must see themselves as equal stakeholders who must strive to positively influence the education of ELs in the classroom as well as outside of school (Fenner, 2014, p. 28). The PLCs may be a venue to organize partnerships between school and the community at large in order to provide better educational opportunities for ELs, such as enrichment activities that will enhance their language

There are many different strategies that an instructor can use in ELL classrooms or in classrooms in which ELL students have been mainstreamed. As always, instructors are called upon to constantly modify their curriculum and instruction in order to meet the needs of each individual learner. This is made more possible if the instructor has more knowledge of different teaching methods and strategies. There are many possible research sources that offer ideas, methods and strategies for everyday use in an ELL classroom. Several of the more common or functional strategies will be discussed here.

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.

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

The sheer amount of terminology and conceptual knowledge required for anatomy and physiology can be overwhelming for students. Educational games are one approach to reinforce concepts. In this activity, students work in teams to review anatomy and physiology concepts by creating arrays of descriptive tiles to define a term. Once guessed, students use their spatial knowledge to locate the structure or process within the body. The game challenges students to think about course vocabulary in a different way and to pool their knowledge to get their classmates to guess the words. Pre-/post-test data reveal that students achieve statistically significant learning gains after playing the game, and a survey of student perceptions demonstrates that the game is helpful for learning vocabulary as well as fun to play. The game is easily adaptable for a variety of courses.

I examined five areas of Cambourne’s Conditions of Learning in the language arts block in the kindergarten classroom that I am in for my placement. The areas consisted of immersion, demonstration, engagement, expectation, and responsibility. There are 24 students in the classroom. The language arts block is directly after recess and right before lunch. The student I chose to do this study on is a 6-year-old girl named Laney who is very smart and always wants to learn more. The purpose of this study was to help me recognize techniques that ensure full engagement of students so I will be able to implement them in the future with my own students.

In my opinion this type of teaching is very beneficial for the English are the lowest in their grade and they need a boost, they need a push, they need to be taught how to learn in a sense. Because these three methods are quite an easy concept, they can be taught to the students themselves, and the students can use them as they are reading or learning new material. As I was spending time with the ELL student in this particular classroom, I made sure that I incorporated these three methods in our discussions on daily bases. I gave examples and modeled for student how to make those connections. I assessed the students by following up questions or small reminders of what we already had knowledge about. This goes great with my research, because

Communication plays an essential role when developing a child’s language, however, the strategies involved between ELL students and Non-ELL students differ. The idea of integrating communication into instruction is a method that teachers use to give opportunities for ELL students in developing language and also building their confidence. Sociodramatic Play has lately been the focus of centers when developing children’s communication skills in preschool. This is even more so for ELL children who is struggling in communication and show delays in language. “English language learners (ELLs) consistently underperform on academic achievement tests when compared to native English speakers; not only is the overall achievement level for ELLs significantly lower, but the gap also widens over time.” (Banerjee, 2016) According to Banerjee (2016) research indicates that

In the classroom, there are a variety of students who need attention—the implicit and the explicit learners. To involve the two parties, a teacher must focus on activities which suit the needs of the classroom. In Teresa Pica’s 2005 essay, “Second Language Acquisition and Applied Learning,” she describes the debate whether implicit (conversational tone) learning is better than explicit (lecture) (275-276); however, the results were inconclusive. In my essay, I intend to merge the two ideas together to create a cohesive balance to all the students. I chose a physical game to involve muscle memory, and I chose a non-physical game which includes reading to teach the ESL students in a public school that either implicit or explicit learning is fun.

I believe that a learner must be a high-flier and ambitious to learn the language. I don’t believe in spoon-feeding. Learners should not be only receptive but also producers. Classroom activities are important and can make the whole class contribute and get into interaction. This will help learners to overcome their embarrassment and break the ice.

Student motivation and engagement is crucial for success in language learning. Motivation has been widely discussed by leading scholars like, Dornyei and Gardner (use first names) of Second Language Acquisition (SLA), particularly focusing on how it affects English Language Learners (ELLs) performance in various aspects of the L2 language and learning process. Teachers and students commonly use the term motivation to explain what causes success or failure in learning (Guilloteaux & Dornyei, 2008). Without sufficient motivation, even learners with the most remarkable abilities, excellent teachers, and curriculum, still cannot accomplish long-term goals.