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.
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)
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.
Hello. Your post talks about the importance of communication between the ELL (English Language Learner) student and their teacher, and how communicating with pre-production and early production student can be challenging. I agree with you, finding appropriate leaning material is essential to helping ELL aquire English as well as stay interested in learning class content. I believe the most challenging aspect of an ELL teacher is helping students become proficient in English, while teaching the student grade level content.
Student’s native language should be maintained, because it is part of their identity and culture. The
Gladys Lipton’s article, “Is elementary school too early to teach foreign languages?” contains information on elementary aged children learning multiple languages. The opening paragraph of the article poses the question whether introducing multiple languages at a young age would result in linguistic confusion. The article goes on to reassure readers that the young human brain is receptive to many languages before the age of ten. With the learning of a new language, comes the study of other cultures.
1. How would you as a teacher support the second language? As a teacher I would look for different activities to help strive to make progress on achieving letters and different words. 2.
For example, the use of native language and the way certain words are pronounced because of that native language. When having an objective for the class, it is needed to be practical because not all language skills are used daily. If the mistake happens over and over again, correct the mistake by having a lesson to contribute to those specific mistakes that you see in the classroom. When having student practice the language either when it come to writing, reading, and speaking. You should use manipulative and movement, hands-on games, electronic games, and foldable and flip charts to get your learns a more creative way to learn subject matters.
Indicator 1: Instruction training on techniques Despite a variety of trainings, in-service sessions, and other communication, evaluations of teachers performance by academic and campus leadership the current state indicates that only approximately 40% of teachers (Table 1) involved in direct instruction of ESL students are actively and consistently applying techniques related to differential instruction, hands on learning, adapting text and interactive learning in their lessons. Ideally, in the desired state at least 85% of teachers should be using these techniques regularly. The techniques that are mentioned are SIOP training, how to write content/language objectives, how to modify instruction to ESL level, involve more students in discussion that can increase student performances.
Curriculum Standards State Curriculum Standards List only the applicable standard/element you are teaching for this lesson (bold sections as needed) ELAGSE1RL1: Ask and answer questions about key details in a text. Lesson Objective/s Students will know: Question: a sentence in an interrogative form, addressed to someone in order to get information in reply. Key details: important details in a story. Setting: the surroundings or environment of anything Main Character: Usually the character in a story of any kind, book, movie, TV show, who has the most importance in the story and does the most to support the plot Character:
neither to say content(English, math, science, social studies, etc). They conclude that a strong knowledge and literacy instruction in their native language(L1) will help the ELL student to develop a second language (L2) more easily. “Thus, it appears that knowledge of Spanish letter names and sound identification skills is being transferred such that it has a positive impact on later English letter name and sound identification skills.” The instruction must be delivered at the earliest age possible. This will lead the students who are learning another language to learn it more successfully.
According to Parmon (2011), native language forms a strong foundation and guarantees success in education as well as in learning a second language. It is easy to teach students in their native language then to translate to the English. The English language becomes enjoyable when a student learns quickly. Moreover, the instructors will be at ease when expressing themselves to LEP students because they are conversant with aspects that entail smooth learning. Transitional bilingual education acts as a bridge which helps students when moving from their home to English language (Trujillo, 2007).
2.0 INTRODUCTION Language development happens both inside the classroom (as part of a formal establishment, school or institute) and outside it. The classroom is generally considered a formal setting, and most other environments informal, with respect to language learning. “In environments where informal language development is adequate, it is possible to regard the formal classroom as supplemental, complementary, facilitating and consolidating”(Van Lier, 1988: 20). For second-language development in such environments the informal settings can be regarded as primary and the formal classroom as ancillary. The L2 lesson then becomes a language arts lesson, focusing on special language skills and cognitive/academic growth, much in the same way
My teaching addresses learners ' specific needs, using a variety of official and authentic material (newspaper articles, websites, blog posts, literature, reports) in a communicative, and as much as possible, real-life, context, reducing “Affective Filter”, and thus facilitating language acquisition. The same approach emphasized (and actually still does!) on conveying the meaning through speaking (and thus communicative). The purpose of learning a language is not actually the language itself, but though the language the learner will be able to meet the culture of the Target Language, and easily connect with new people; which is the ultimate aim. Teaching process is personalized to individual learner 's needs, as everyone is different. And everyone who wants to learn a new language can acquire a new
The Aural-Oral Approach in English Language Teaching In English language teaching there are several approaches that can be applied in a classroom. Each one has purpose and gives concern to certain skills (listening, speaking, reading and writing) development. One of these approaches is Aural-Oral Approach. The Aural-Oral Approach is based on developing two language skills: listening and after that speaking which is the earlier stage of learning a language (Geri, 1990).
