Ashlyfive point linguistic star Essay examples

English language learners (ELL) are one of the fastest growing classifications of students attending schools in the United States today. They represent a diverse group of students typically coming from homes or backgrounds where English is not the primary language spoken. Additionally, ELL students experience difficulties communicating or learning academic instruction in English.

ELL stands for English Language Learners and are often students from countries which do not speak English that come to school to learn not only the regular content that a school teaches but also the English language. One of the many issues teachers face in helping students learn the content in class is the challenge of integrating the students’ native language along with the content of the lesson. Studies have shown that “3 years of exposure to English is not long enough for all individual ELLs to catch up to their monolingual peers for all subdomains of language” (Paradis, 2016). To properly teach ELL students both content for subjects as well as the English language teachers need to help integrate English and the students’ native language

Some of the barriers in changing this curriculum would be that of time and vested interest. There will have to be time set aside to properly train teachers in linguistically modifying their curriculum, providing coaching support, and feedback. A curriculum and instruction coach with a master’s degree in ESL/Bilingual endorsements in conjunction with the English Language Program teacher can collaborate on providing the above supports. In an effort to alleviate some of the teacher push-back would be, to gain support from all stakeholders that this is the pedagogical approach recommended to improve student achievement and graduation rates. Some support would be gained from the principal requiring language objectives to be included in unit/lesson

be English Language Learners, (ELL) for them to benefit from this lesson or to meet state

English learners are currently the fastest developing student population in schools today. This makes it extremely important to provide these students with the programs and services they deserve. Providing a strong education for ELL students is what I personally believe to be an asset in America’s future. Today there are many challenges I believe teachers and students face when it comes to instruction and assessments.

Teachers must learn about their student’s cultures if they want to educate them to the best of their ability. Many of the students in culturally diverse classrooms will want to learn in different ways. Some will want to learn in pairs, groups, as a class, or just alone. If the teacher is educated in their culture then lessons can be adjusted to appeal to every student as much as possible instead of forcing some to forget about their culture and learn like others. Students from

Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from

Each year, schools across the nation are seeing an increase in the amount of English language learners they are receiving. Teachers of all grade levels are finding it harder and harder to teach these ELLs because of lack of or little to no proper training. So the article, Setting the Foundation for Working with English Language Learners in the Secondary Classroom aims to show you the ideas and strategies that current and future teachers can incorporate into their daily class lessons to make them more effective in meeting the academic needs of ELLs and in helping them learn the target language.

Under the Civil Rights Act, schools are responsible for ensuring that all students receive equal access to education, including English Language Learners (ELLs). Merely, providing the same educational resources for all students does not constitute educational equality. Students such as ELLs, need an English Language Development (ELD) program that accommodates their specific language needs in order to legitimately offer equal educational opportunities. Based on research findings, districts need to implement and developing ELD programs that have had proven success rates of making adequate yearly progress for ELLs. For years, psychologists and linguistic theorists have speculated on the acquisition of language and educators have studied these research findings to enhance their teaching pedagogy to accommodate their ELLs.

Strategic readers monitor their thinking and recognize when errors are committed but they also know what strategy to use to correct the error. For example, they may need to reread the text to make sense, use context clues to understand unfamiliar words. No matter what the obstacle is, a fix-up strategy is applied. The K-W-L is a well- known teaching technique to assist in the monitoring strategy. The K-W-L chart provides the teacher and students opportunity to participate in discussions before, during, and after reading. It helps the student to ask and answer questions, identify the main idea and detail, and summarize the text (Santoro, Baker, Fien, Smith, and Chard, 2016 p. 284).

The participants of the study were 110 students (girls, n = 56, boys, n = 54) in grades 8-12 in the Compton Unified School District (California, USA). Students with an English proficiency range from beginner to intermediate were taken out from their classrooms for a period of between 30 and 50 minutes a day to receive English Language Development (ELD).

The mere reference to the label given to students acquiring the English language potentially sparks debate amongst educators, policy makers and researchers. The federal government refers to these students as Limited English Proficient (LEP) students. This identification references the deficiencies the student may have rather than to identify the diversity and gifts that the student may possess. Such labels set premature limitations of the student and predisposes the student to limited rigor in instruction. Educators and researchers reference the same subgroup of students as ELLs, establishing the understanding that with sufficient support, increased rigor and cultural understanding, students will succeed.

Strategies for Teaching ESL Student - ESL Students in the Classroom. (n.d.). Retrieved February 02, 2016, from https://www.eslpartyland.com/teaching-esl-student

On completing the EDRD 600 course, the following are the critical elements that I will apply from the National Reading Panel’s Five Domains of reading and from Dr. Flynn’s 1st Edition of “I teach reading. Why do I need to know linguistics?”. They are phonemic awareness, phonics, fluency, vocabulary and comprehension with an added element, writing. This course also covers the topic of Linguistics. Linguistics is defined as the study of human language and its structure, including phonology, orthography, morphology/semantics, and syntax. Each of these areas of linguistics will be discussed as well. Finally, researched-based strategies that could be integrated in the classroom will also be shared.

After reading this brief description, I assume that I will be required to incorporate a differentiated instruction strategy in my lesson plans. This is to accommodate my Individualized Education Programs (IEPs), 504 plans, and English Language Learners that are identified through an assessment. I will have to conduct research on the language and cultures of Bulgaria and Iran to develop a multicultural awareness and create unity in my classroom. Additionally, I assume that I will need assistance or additional training to communicate with my non-english speaking students and their parents (Gollnick & Chinn, 2017).