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Heading One: Artifacts Essay

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Heading One: Artifacts This program gave me various opportunities to put into practice my professional understandings on what it is to teach students who are learning English as a second language. The program allowed me to grow as an educator through the implementation of the various program outcomes since thoughtful planning and articulation of such planning was done by our artifacts. The focus was on six program outcomes and each artifact was aligned to one of the outcome.

Program Outcome One: Two assignments completed in the course Linguistics for TESOL fulfilled this program outcome. First, the artifact “reaching Students’ Mother Tongues” allowed me to research, review, and put in practice the knowledge about language acquisition. I had opportunity to research and learn about three languages that represent the majority of the English language learners at my school. This assignment provided me with important linguistic background to be considered, such as being able to predict …show more content…

The first artifact, Planning Professional Development, helped me to review the different local and federal policies regarding English language learners. Also, through the professional development, I was able to share the information with my colleagues and make them aware of the implication for the linguistically diverse students. The second artifact, Plan into Action: Parent involvement, demonstrated the impact culture background in the process of language acquisition and academic achievement; how the community, and family members can be involved the process. Santos stated that “understanding cultural diversity is critical when addressing the needs of ELLs”. This artifact allowed me to learn about my students’ background, and develop a plan to involve their families and the

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