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Reflection On Connection To Practice

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Connection to Practice Throughout this course I have learned so many strategies and ideas that can now put into practice with my ELL students. With this course I can now successfully utilize major theories and research to help English language learners develop language and literacy in all content areas. I also now understand and can explain how L1 literacy differs from L2 literacy development. A students’ first language is learn from birth and the brain rapidly grows and expands, creating many pathways. “The multitude of extra pathways in the child’s brain may either be used and therefore reinforced, or may atrophy and disappear due to disuse” (Vered, 2012). A students’ second language on the other hand is learned much more slowly and …show more content…

Through this course I also learned how to develop and adapt a variety of techniques and instruments to assess ELLs’ content learning at varying levels of language and literacy development. The main idea that I got from Freeman and Freeman was providing choice and differentiation in assessments. Giving students the option to work with a peer, create a poster or a presentation on a powerpoint. Giving students this idea of choice allowed them to be creative and show what they know in their own ways. Having tools to give students to learn academic language and also providing them time to practice with the language before assessing them often is a priority as well. Freeman and Freeman also support “bridging from conversational to academic language is a challenge.” One idea they had that I will use often is this idea of exploring activities using their first language first and then using that vocabulary and translating it either into English first or into the right academic language. Freeman and Freeman also explains this example by Gibbons (2002), “first, she involved students in a hands-on science activity with magnets. Next, the teacher briefly introduced two key vocabulary words, attract and repel. She built her

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