Ell Increase Year After Year

This paper will discuss the ESL students and the programming that must be implemented in order to have an effective contributing outcome. ESL students are defined as people whose first born language is not English. However, not all ESL students are immigrants, according to Alberta Education (2007) there are two main groups of ESL learners; Canadian – born and the second is termed as Foreign –born.

In pursuing my ELL endorsement, I found it to be very beneficial to interview current ELL teachers. They shared their insight and expertise in this field. I interviewed the middle school ELL teacher at my school, an upper-elementary ELL teacher and early-elementary teacher in my district. I asked twelve questions that pertained to their experience teaching ELL. These responses are valuable to future ELL teachers and general education teachers who teach ELL in their classrooms.

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

It is crucial that as educators we try to support the ELL student populations as much as possible to provide them with the chance to succeed acamedically.  Also, we should have an open line of communcation with the ELL teacher to find ways to build lessons that utilize teaching strategies that develop the language development skills of the ELL student.

We’ve allowed a natural approach to language instruction to dominate our schools, hoping our English learners 
“will just figure it out.” (SCOE, 2009) This approach suggested by Kevin Clark proposes that teachers explicitly teach ELL by giving them a set of skills. Teacher will have to teach students not just vocabulary, but the sound system of language, the words and their word parts and meanings, and also rules for structuring sentences grammatically. Teaching students from this perspective can support a deeper understanding of the language. When the

Of the SEI strategies and ELL teaching strategies researched this lesson plan addresses the following. First, it states the language objective clearly states what the students will be to do during the lesson. Secondly, it states, on the left hand side of the lesson plan ways to incorporate students’ background knowledge, and one the many ELL

This week, aspects that were important were the essential components of instructional programs for ELL students, differences in ESL and sheltered instruction, choosing the right program, and the new component being sheltered instruction. The essential language components for instructional programs are ESL instruction, content-area instruction, and supporting the student’s primary language. There are differences between ESL instruction and sheltered instruction, with those differences aiding in determining the right program to use as an educator. A completely new component to me this week was the information on sheltered instruction.

One of the first questions one must consider when dealing with ELL acquisition is what differences affect student achievement. In ELL education, there is a great amount of variation within the different approaches to teaching

English Language Learners are children whose primary language is not English. This paper will include important topics such as: strategies for classroom teachers, How to adjust classroom instruction, and facilitating language learning. This will help guide new and existing teachers in the ELL process. I will discuss do and don’t with Ell’s and also different classroom strategies. It is not always easy to remember to be mindful of all students when planning instruction but this paper will help with all aspects of ELL learners and things that we must do when it comes to teaching these learners.

Samson and Collins (2012) noted: "There is a sea change occurring in education across the country in the systematic way that everyone considers what" students should be learning and how teachers should be evaluated” (p.1). Amidst the extensive developments in the industry of teaching and learning, English as a second language (ESL) students are one subgroup of learners that command specific attention, mainly because of their increasing numbers and low-performance related to their non-ESL peers. Currently, there remained limited consideration paid to the quintessential measures, knowledge, and crafts that public education teachers ought to maintain to present possible guidance to ESL learners put in their classrooms.

Reflecting back on my field experience, I was able to gain quality insight as well as a better understanding of the teaching and the learning process of ESOL in a mainstream classroom. My experience in Mrs. Little’s classroom has shown that the role of the ESOL teacher is to educate students in functional language skills, offer content that is academically challenging, and helps students acculturate to the new language and culture.

Materials and teaching strategies are based on the linguistic structures, literary genres, and cultural references normally acquired by monolingual speakers of English. ESL and EFL are categories that apply to non-native learners. Generally, in ESL students, only English is utilized in the classroom. Teachers are usually native or near-native speakers of English and are rarely proficient in any of the languages of their students. Typically, the vocabulary and linguistic routines of daily life are taught with the goal of accelerating the cultural adjustment to the new setting.

ESL students are students that speak English as a second language. Presently, there is many different system to characterize this type of students (qtd in Shi, Steen 63). For example, they can be seen as “English Language Learners (ELL), English for Speakers of Other Languages (ESOL), English Language Development (ELD), English Language Service (ELS), and

Although I have been teaching for fourteen years, I still have problems with teaching the English Language learners (ELLs) in my class. I realize that English language learners have a difficult time with school because some of them haven’t mastered the language and culture. However, I know as an educator that it is important that I meet all students’ needs and standards for my district. The course readings and discussions have provided an abundance of strategies to help me meet the needs of English language learners, as well as struggling learners with practical applications. To effectively teach all students, I need to be aware of my students’ background. This knowledge will enable me to build coherent lessons, encourage class discussions, and activities that will engage all my students’ participation.

By the end of my lesson, I will drive them to communicate slowly so that their articulation will be clearer and more precise. Similarly, I will help my ESOL students to make a superior advance by motivating them to talk more often with their native speaker classmates and to watch and listen just the target language. I’m going to tell them what they do satisfactory and give them some advice on what they need to work on. My main goal when dealing with these students will be to support their confidence in the classroom. I will arrange a set of distinctive instructional media and methods to help them learn the terminology and the ideas that are being communicated. I will never allow them to consider that they are less important than someone else in the classroom.