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Effects Of Iris Module On English Language Learners

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Iris Module and the effects on English Language Learners
Justice Sibole
Arizona State University

Iris Module and the effects on English Language Learners

Think about a lesson that you might teach in your future learning context. Briefly describe the lesson and at least four types of sheltered instructional supports you might provide for your ELL students that you learned about in the Iris ELL module

As an educator, it is important that we are serving the needs of all of our children even if that means that we have to go above the normal calling to ensure that they are learning. This ideology should not only be applied to the traditional learner, but also to other learners such as ELL students. …show more content…

Like it was shown in the module, Teaching English Language Learners: Effective Instructional Practices, the teacher lecturing in Spanish inhibited students to pick up the material. This example represents the struggles that English Language Lerner’s face every day in class. We, as future educators, need to find a way to help foster an environment to help ELL students learn. A really great way to help ELL students understand and retain more information is by adding a visual element to the classroom. Using visual aids can help students start to associate objects or pictures with words. Incorporating these visual elements into the classroom is a great way for teachers to ensure that learning is happing all the time. Another really great tool that teachers can use to help students, is by incorporating the student's first language into the classroom. Having students who are able to see elements of their first language in the classrooms acts as a vessel for students to better pick up the language that they are trying to learn. As expressed in the article POWERFUL LEARNING TOOLS FOR ELLs written by Yu Ren Dong, he explains that “ELLs come into science class with prior learning, native languages, cultural and life experiences. Despite the fact that their prior knowledge is acquired and expressed in their native language and may be different from what the science teacher expects, it is a powerful learning tool” (Dong 2013). This goes to prove that students of different backgrounds and languages can pick up similarities in education when they have the opportunity to apply their first language to their second or other learning. Finally, the last tool that teachers can use involves repetition and building on information already learned. When a teacher uses key elements from previous lectures it helps them to tackle new topics and questions. Granting students, the opportunity to see

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