The Influence Of Teachers ' Treatment Of Oral Errors

Pupils may also have difficulties with the work in general or they may have listening troubles. Asking pupils to evaluate their own work may enable them to identify their own problems and the teaching assistant can address these where appropriate.

Hence, it is implied that the common core is just as effective as the teacher that is teaching it to their students. And, “preparing ELs to meet the Common Core standards must become a shared responsibility among all educators, including teachers of “mainstream” English language arts, as well as those in other content areas” (Bunch, G. C., Kibler, A., & Pimentel, S. (2012). Some educators, are “insufficiently equipped to teach ELs effectively could be that developing ELs’ language skills have traditionally been viewed as the responsibility of ESL teachers” (Bunch, G. C., Kibler, A., & Pimentel, S. (2012)). Because there has been an influx of ELL students in the main stream classroom, teachers are finding it more difficult to find an alternative and effective instruction for the ELL students in the classroom. Therefore, schools should provide, “teacher preparation and professional development programs that will be designed to support the deeper content, performance and language demands expected of students” (Santos, Darling-Hammond, Cheuk (2012)). By providing teachers with this CCS preparation, teachers will have a better understanding on how to approach ELL students in improving their oral language. And providing ELL students with “the language demands

At Brindishe Manor our SLT and SENCO are responsible for EAL tracking. The resources needed to support these children are planned and delivered by class teachers, which is then reviewed by a teacher with Teaching and Learning Responsibility (TLR) for Modern Foreign Languages (MFL). I have observed several different teaching styles used in Brindishe Manor to support EAL children and I will be assessing the effective use of these strategies.

She also notes the difference between academia language also known as CALPS: cognitive academic language proficiency and meaningful language - BICS: basic interpersonal communication skills. She mentions how academic language requires more comprehension of the language than interpersonal language; which is more informal and contextual. She also illustrates the importance of treating students for who they are going to become, not the by the fact that they are struggling. A methodology that is represented throughout the book that illustrates the ways teachers can accommodate their language learning students is with scaffolding. Scaffolding is a variety of instructional techniques that are used to assist students to move towards a better understanding of the content and towards independence when it comes to their learning processes. The teacher provides a form of temporary support that will assist the students reach increased levels of understanding and skills acquisition that would not be achievable without aid. All in all, this book will be great for all K-12 teachers and professors; but, I did not review this book because I already did a book review for this book in a different course and it would not widen my prospects of learning more about special

Effective teachers who used the SIOP Model in their lesson plan become an expert in linking language and content in their instruction and expand their quality to accommodate different levels of proficiency in their classrooms. To provide support to ELLs and mainstream students teachers must use all of the components of scaffold content and language instruction in their lesson plans. The difference between teaching ELLs and mainstream students is the level of proficiency and approach of students, to help narrow the achievement gap between ELLs and mainstream students ESL teachers must write clearly define language objectives and share it with the students at the beginning of every lesson, model academic language in the target language

I would suggest that the teach speak slowly and provide enough time for the ELL student to think about a response because the students are translating words to English in their minds..

ELL continue to rise year after year. In EDUC 628, the class delved into the rise of ELL in America and how the best teaching methods to approach each learner with. Every ELL student is unique and has different learning process. Although the semester covered a wide variety of topics ranging from dialects to teaching methods, every module served its purpose in providing a framework for future ELL teachers. Learning about how to teach ELL was significant to me because when I first entered the school system in America, I was placed into ESL and I have gone through the process of many of these teaching methods. EDUC 628 main focus was preparing students whose goal in the future was to educate ELL. The articles and readings assigned in the class provided a funds of knowledge going into each new lesson. Coupled with the readings, hands on activities such as the mini lessons and designing lesson plans provided each student with experience that will reflect on their teaching abilities in the classroom. In my paper, I will be provided a step by step synthesis of what was learned and accomplished every week along with a brief summary of the readings. I will probe deeper into the modules and lessons that piqued my interest the most and that also challenge my mindset.

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.

The ESL scales have been developed to help teachers clearly understand the level at which each non- English background student is working in all of the language skills; listening, speaking, reading and writing. These skills develop differently, at different stages and the role of the ESL scales is to identify the level and strategies needed to improve the student’s proficiency. “A knowledge of the ESL scales supports all learning areas and enables those involved in education to cater more effectively for students whose first language is not English.”(ESL scales,)

Hill, J.D., & Flynn, K.M. (2006). Classroom instruction that works with English language learner. Alexandria, Virginia: Association for Supervision and Curriculum Development.

The all too familiar situation of English language learners (ELLs) struggling in a classroom that is not meeting their needs is the theme of this short film. ELL’s present unique challenges for teachers given how the California educational system calls for only one year of English language development (EDL). After this time, English language development goals rest on the shoulders of the general education teacher with the additional requirement of infusing SADIE strategies into their daily lessons.

The assessment evaluated above was used in a 5th grade language arts class where students were assessed on their understanding and application of the eight parts of speech. The students had to know the eight parts of speech to answer every question correctly. The assessment was taken by 17 regular 5th grader students, 2 ESOL and one ESE. Proper accommodation was given for ESOL students and ESE student, such as extended time to complete the test. From the 20 students taking the assessment, 9 students were girls and 11 students were boys. The assessment has a high validity, for the questions are intended for students to identify the proper part of speech in each sentence.

Feedback is very important when it comes to English language learners because it helps to guide students in the right direct of their learning experience. ELL need every guidance that they can receive since they are not familiar with things. Feedback can help build students confidence. ELL students will learn faster if they are told what their strengths are and what their weaknesses are on each topic. This will help them to modify their learning strategies if they become aware they need to build on or what they are doing correctly. According to Hermann, it was mentioned that when teachers give descriptive feedback it shows students specific learning goals (Herrmann, 2014). It also helps English language learners recognize their strengths and the different areas that they need improvement in (Herrmann, 2014). This Is important since when it comes to English language learners we need to make sure that they are progressing. By using feedback as an assessment teachers will be able to see their English language learners

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

Acquiring and learning a second language do not refer only to handling oral communication skills. It is more than that; it takes the students´ abilities in enhancing their lexicon, their management in syntax, and their perspective about words´ influences in people. Thus, summing this up, it is indispensable that ESL students have a grand deal about linguistic knowledge. In other words, ESL learners not only require speaking, but also reading, writing and thinking in English when they complete whatever English career.