Recommended: Essays on teaching english as a second language
His plan also states that he would benefit from peer assistance, and being in the classroom 100% of the time improves his progress. Instructional Strategies Modifications One instructional strategy to the English Lesson Plan would be that Vicente would be able to have the cartoons, and graffiti writing in Spanish but would need to
Vicente Flores is 12 year old male student in eighth grade. He was born in Mexico and his native language is Spanish. He is classified as an ELL level 2 who is significantly below grade level in reading and writing. He understands and speaks conversational English, but has difficulty with the academic language. He understands simple directions and can access parts of the lessons, but needs accommodations to fully benefit from the instructional program.
As a teacher, I am committed to give each of my students the right to receive help. Just because a student is having trouble pronouncing the English language I know that I shouldn’t talk down on them or ignore them because they are not grasping the language better than others. I am entitled to equally teach my students and find ways to help them better their learning. As a bilingual teacher, I will find programs or other activities that I know can help them, so that they can be successful.
The approach also for the students to have fun, be creative, and learn Standard English in a new way. A method I have been taught and I have personally taught mini lessons on is having a sentence said aloud and the class or an individual has to respond with the Standard English version. This method can be fun and easy way to help students hear the dialect and Standard English
This is occurring in a school district that is located on the “wrong” (east) side of El Paso and serves a student population that is 88.1 percent Hispanic and 73.4 percent economically disadvantaged. Dual language has helped liberate its students from the grim statistical reality that half of the Hispanic students in Texas will become dropouts: Ysleta boasts a graduation rate of 84 percent, well above both the Dallas and Houston school districts. A pioneer in dual language, Del Valle in 2005 graduated the first class to begin the program in elementary school. Instead of leaving Spanish behind for all-English classes, students were taught core subjects like algebra and world history in both Spanish and English. - See more at:
There are multiple approaches when looking at the way immigrant children or children from immigrant families should be taught. The most common types of bilingual programs analyzed are Paired Bilingual, Transitional Bilingual Education (TBE), Dual Language (DL)/ Two-Way Bilingual Immersion and English-only Immersion. In the Paired Bilingual program children learn in their native language and English. Researchers like Baker, Park, Baker, Basaraba, Kame’enui, and Beck (2012) compared PBE and an English-only program on ELs.
Common Core in North Carolina The State of North Carolina has gone through many educational changes over the years. These changes include the adoption of Common Core State Standards, the implementation of benchmark assessments, and teacher based standards that ensure that teachers are being held accountable in their classrooms. All of these standards were put into place to ensure that students are getting the best education possible so that they can succeed in their future endeavors. The purpose of this essay is to walk you through North Carolina’s implementation of Common Core State Standards, reactions to the standards, and the assessments that are set in place to level student mastery in each standard.
Equal Protection for English Language Learners Any student migrating from another country or lives in a home where English is not a first language or no English is spoken faces many problems. Even in the United States where the population of immigrants is in millions. There are many students who considered as English language learners (ELL). Sometimes, these students are treated unfairly in the school environment and are at a disadvantage due to language barriers.
Memo To: Susan L. Eller From: Kaitlyn Mercer Subject: Evaluation of Using the Scaffolding and Differentiation Instructional Methods with English Language Learners for Analytical Research Report Date: June 27, 2015 Project Overview As my term project, I have been evaluating the issue of how to effectively teach English Language Learners (ELLs) in a high school setting by examining the scaffolding teaching method as well as the differentiation teaching method. I have been assessing both of these teaching methods by examining their flexibility in regards to allowing students’ needs to be met, ease of implementation of each teaching method into the classroom, and the effectiveness of how of each method will help the students learn and complete
In both cases teachers did not explicitly prohibit students from speaking their home language, nor did they invite their students to use their home language in the classroom or take any responsibility for including their students’ home language into their teaching in order to facilitate the acquisition of English language skills or the understanding of academic content. Passively accepting home language The majority of control teachers and a number of treatment teachers passively accepted their ELL student’s home language use without actively encouraging it. Valuing home
With the help of the ELL teacher, we have successfully taught the student the skills he needs to start communicating in English. The positive part to this experience was that the student was not “behind” in the learning process. HE fit in well with the other students when learning the letters of the alphabet and the sounds they make. I also teach the students the first 50 sight words that are needed when reading and writing. The student was very fortunate to come to school just in time to learn the basics that will help him be successful in school for years to
The United States is a place of freedom. We are a mixing pot that unifies as one. Many religions, cultures, and languages make their home in the Unites States. Many foreigners see the U.S. as an opportunity to seek better lives and education, but when it comes to foreigners and native-born non-English speakers that do not yet know English, it becomes a little more difficult to go about an average day let alone make a better future. Children in school often become English Language Learners, or ELL, to assimilate to the American standards.
My observation four was conducted at the same location as my previous observations, at Jackson STEM Dual Language Magnet Academy in Pasadena California. I found it difficult to make objective observations since getting to know my students more. The question I took with me into this observation came from our class agenda the week of October 18th, the question that I based my observation was “ does treating all children fairly mean treating them the same?”. It was nice to see how the teacher took notes on each child during the day to report to parents at a later time concerning the progress their child has been making behaviorally and academically.
Reflection on classroom observation Instructional strategies My MT succeeded in applying various instructional strategies. She fused the Presentation-Practice-Production (PPP) method, Audiolingual Teaching (ALT) method, and Grammar Translation (GT) method in her teaching. Take a listening-speaking class as an example, when illustrating how to tell time using the classic way (e.g., a quarter to nine), my MT connected it with students’ prior knowledge – telling time using the digital way (e.g., eight forty-five). Then, to ensure the illustrations were explicitly delivered, she used Chinese to explain the differences between the use of “past” and “to” in telling time.
Managing students who seem not understand the lesson Based on my observation the teacher that I observed know there are students who seem not understand the lesson, she will asked to them, then she explained the material in Bahasa. According to Lado (1957:2) states clearly in his book Linguistics Across Cultures that individual tend to transfer the forms and meanings, and the distribution of forms and meanings of their native language to the foreign language, it is productively when attempting to speak the language and receptively when attempting to grasp and understand the language as practiced by natives. From the explanation above that the teacher doing to her student to make them more understand to the lesson and Lado’s quote, I can conclude that second language is very important to be used in learning foreign language and part of success in learning foreign language. 2. Teacher’s English Language Use in The Classroom
