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ELL Portfolio Part 2

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ELL Portfolio Part II: Instructional Strategies for English Language Learners In this part of the portfolio, you will explore research-based instructional strategies used when teaching ELLs. Complete the following chart using the research-based resources provided below. Name of Strategy Explanation of the Strategy Rationale Why is this strategy beneficial for ELLs? Reference 1 Basic Interpersonal Communicative Skills (BICS) This strategy increases the student’s potential to understand the basic casual conversations in English. This is important for the ELL students to understand, for better social interactions in everyday social environments. https://iris.peabody.vanderbilt.edu/module/ell/cresource/q1/p02/#content. 2. Cognitive Academic …show more content…

Transitional Bilingual Education ELL students taught in their home by a bilingual teacher. The student is expected to do English instruction only. ELL students become more confident in their academic success, as well as learning more proficiently. https://iris.peabody.vanderbilt.edu/module/ell/cresource/q1/p03/#content/uploads/2015/02/08/rev 6. English as a Second Language ELL Students are pulled from their normal education classes and taught English for a period of time. Lessons: Grammar-based, Communication-based, Content-based ELL students are able to get more accommodations, which can offer better outcomes for their academic success. https://iris.peabody.vanderbilt.edu/module/ell/cresource/q1/p03/#content/uploads/2015/02/08/rev/rev/re 7. Sheltered Instruction Observation Protocol Teachers plan accordingly and systematically towards their ELL students. ELL students have greater academic success with the consistency of the SIOP model https://iris.peabody.vanderbilt.edu/module/ell/cresource/q1/p03/#content. 8. Culturally Responsive Instruction Teachers will gain access to a student culture, and incorporate it in the lessons they teach. This can increase the success of the ELL student(s). Offers an open-minded classroom.

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Rebecca Sewell TCTN 5600.01 Culturally and Linguistically Responsive Teaching and Learning Book Report and Reflection Culturally and Linguistically and Linguistically Responsive Teaching and Learning by Sharroky Hollie is an excellent take on how to reach our students who are English Language Learners, from diverse cultures, and from different linguistic backgrounds. This book provides a plethora of ideas to incorporate into our classrooms to reach all our students as educators. This book is broken down into three main parts or ideas, understanding the mindset, building skillsets, and a personal recap by Mr. Hollie on what it means to be a culturally responsive teacher.

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When recreating D-Day in the film The Longest Day they used the U.S. Sixth Fleet’s amphibious maneuvers at Saleccia Beach, which would be fortified along a two-mile stretch that would resemble Omaha Beach. A reinforced Marine Corps battalion with camouflaged net helmets and World War II-type leggings. As well as, a flotilla of French vessels resulting in a combined fleet of 22 ships that would substitute for the 5000 that were actually used on D-Day. Britain promised 66 vintage World War II ships, as well as, 150 men. France was able to provide up to two thousand men.

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Most of the lessons promote interaction among the students and teacher to help ELL students acquire English. When students are participating in the activities they are using the target language and are enhancing their second language acquisition skills that can be used outside the class to communicate with others. New vocabulary is introduced at the start of every lesson by the teacher and is reinforced throughout the stories and the lessons. Students are further developing vocabulary recognition through fun games such as vocabulary match where the students have to match the picture to the vocabulary word. Grammar skills are practiced in the unit through oral expressions during activities.

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These benefits include increased student engagement, motivation, and academic achievement. The review also identified several strategies that educators can employ to create culturally responsive learning environments, such as incorporating students' cultural backgrounds and experiences into the curriculum, using culturally relevant instructional materials, and fostering positive relationships between students and teachers. One of the key arguments presented in this review is that culturally relevant education has the potential to bridge the achievement gap for students who have historically been marginalized in the education system. By tailoring instruction to meet students' unique needs and cultural backgrounds, educators can create an inclusive and equitable learning environment. This approach not only enhances students' academic outcomes, but also promotes their overall well-being and self-esteem.

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Many English Language Learners have a difficult time understanding academic concepts, and they need to understand how those concepts relate to the workplace and to the workplace and to the larger society in which they will live and work. ELL’s engagement in their schoolwork increases significantly when they are taught and explained why they are learning the concepts and how those concepts can be used in real-world

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Simonitsch and Lambert intel that the city of San Francisco was underfunded due to the overwhelming of immigrates of LEP students and made the students submerse into the English language (2004). Ultimately, the programs in San Francisco are failing at maintenance of bilingual education to static and developmental maintenance. Barker refers that static maintenance is to target language skills by maintaining them and developmental maintenance is to reach the student’s home language into a full proficiency of full biliteracy or literacy; also, known as Enrichment Bilingual Education (2011). It is important to know that indoctrinating the children into an English language culture is effecting their developmental stages. Due to these failed practices,

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Students learn English in their regular everyday classes and are offered After-School Academic Intervention Services. After parents/caregivers have been provided with an introduction to the various ELL programs available, the parents are also provided with an “ELL Parent Brochure”. It provides information on ELL identification and eligibility, the types of ELL programs and ways parents can participate in their child’s education.

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I believe this model program's effectiveness contributes to the lower percentage of the at-risk student dropout rate because ELL students are having their home language fostered and this lessens the student's frustration when learning and allows them to reach biliteracy in both their native language and target

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They are considered to be “reasonably fluent in English”. The goal is to help students to meet ELD and grade-level content standards and to improve their English skills. With differentiated instruction and scaffolding, students should meet the goal to be at the native speakers comparable level. ELs are expected to meet reclassification criteria within 5 full years of instruction. • TRANSITIONAL BILINGUAL EDUCATION

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Additionally, as I began to design the program, I also became a resource for teachers and administrators who were pursuing the SEI endorsement. For example, I conducted a “SEI Crash Course” Professional Development where I presented key ideas and strategies provided by the RETELL course for all of the departments in my district. Through this presentation, I was able to share my goals for the ELL students entering the building as well as my aims for my position as the ELL teacher in the middle school. In short, with this new role, I was able to provide support for staff and students in my school and establish a new program to ensure the success of the English Language Learners in my

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According to Rong and Pressle’s, “…oral communication skills in English as a second language require two or three years… Four to twelve years of second-language development are needed for the most advantaged students to reach deep academic proficiency and compete successfully with native speakers.” (87). It is essential for tutors to understand the amount of work and time required for students who are not native speakers. A good strategy in helping students with their academic english proficiency is to help them build their vocabulary.

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An increasing number of culturally and linguistically diverse students enter U.S. schools each year (Stritikus, 2010). As educators, we must meet the needs of all learners. As a middle school English teacher, developing language acquisition is my daily endeavor. This is especially important for English Language Learners (ELLs), students who are still acquiring conversational and/or academic English. To ensure constant development of language skills, I must create rich learning activities that offer students a chance to speak (Tharp, 2010).

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Culture influences each and every life stage of a person. Hence culture plays a very important role in his stage of education. In some situations cultural difference makes some constraints to students with diverse culture. It is essential a culture based teaching strategy to overcome these problems. Culturally Responsive Pedagogy is pedagogy which emphasizes the cultural background of the learner, can helps to overcome

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The amount of people who speak more than one language at home (excluding English) “has soared by 140 percent” (Myers). In addition, “the school-aged population has grown… 10 percent” (Myers).With this increase of young students and multilingualism in homes, the need for ESL programs has become an increasingly significant issue if America wants to progress globally with an ever growing diverse population. If this issue is ignored, leaving the children without English assistance, the academic performance of these multilingual students will suffer as

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Parents should stay involved in their child's schooling. Language barriers are not the only barrier for ELL students but their parents as well. But, many ELLs come from families who earn significantly less pay than equally opportunity English speakers. Which puts an economic burden on the family. Families may desire to be a part of their child’s schooling, but many feel a certain level of disconnect from the school system.

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