As a future teacher, it feels intimidating thinking about having English language learners in a classroom full of English speaking students. I have never thought about having students who do not speak English in a classroom until recently because of our class discussions and the reading assignments. Therefore, since I am going to be an educator, I am glad to be aware that having ELL students in my future classroom is a possibility. I want to be a successful teacher for every student who walks into my classroom, rather they speak English or not. Chapters one, two, and three in Working with English Language Learners, written by Stephen Cary, are influential and have marvelous ideas on how to assess non-English speaking students, how to gain background knowledge about the students and …show more content…
In chapter one, I like how the book explains to assess by asking questions, but do not overwhelm the students with questions. The teacher should observe the students and see how the students act and talk around the other students, which the teacher in chapter one does. The four box assessment is a good idea that the teacher uses in chapter one. I like how the four box assessment is separated into categories such as, listening, speaking and writing, so the teacher can write what needs improving and what the student excels at. The four box assessment will help when helping the students with assignments and grading homework. Assessing the students is necessary for the teacher because it gives the teacher knowledge about where the students are academically. Also, with the assessment, I think discussing academic goals with the ELLs, and rewarding them as they meet their goals might be effective which also shows the English language learners that you care and want them to do
Flynn, K. & Hill, J. (2005). English language learners: A growing population. Mid-Research For Education And Learning, 1-11.
Because America is such a diverse country, public schools are faced with the challenge of providing students from all over the world with a quality education. As Chen points out “public schools have embraced the linguistic challenge presented by immigrant students” (¶1). Then, No Child Left Behind law was approved, and it required every public school should have an English Secondary Language (ESL) program that will provide the “academic support” for English Language Learners (ELLs). ELL parents are happy that their children are getting education help from the school, but it has raised the question of how successful are the ESL programs? Do ESL programs provide enough “academic support” to all ELL students? Do ESL programs have enough tools to help students learn English? Some ELL parents complain that ESL programs do not help their child learn English. A successful ESL program is not based solely on the test scores, but also the ability to connect parents, teachers, and students together to strengthen tools that will help ELL students to learn a new language in reading, writing, and speaking.
There are several key ideas that are crucial to understanding the best way to teach young, ELL students. The first idea is the importance of recognizing ELL’s feelings of isolation and alienation. When a teacher recognizes this, they are more capable of helping the student feel a part of the class. The student will struggle to participate if they do not feel like they belong with the other students. There is not only a language barrier, but also sociocultural differences that prohibit them from feeling accepted. Tiffany emphasizes the importance of acknowledging this problem and being aware during classroom activities. She suggests that you get a deep understanding of their cultural background, not just a “touristy” one.
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation,
The first thing I would do is educate myself on the culture and ethnicity of the students who do not speak English. Educating myself will help me relate to the students and use the knowledge I gained to help the students learn. Also, I think it’s a good idea to educate the students that do speak English about the background knowledge of the non-speaking students to prevent culture shock, and to help students become more accepting of non-English speaking students. A good way to educate the students is to teach them hello in the native language of the students that do not speak English. Therefore, the students can properly greet the ELL students and make them feel welcome. In addition, we need to teach the ELL learners
This course has provided me with the insight and knowledge to know that English Language Learners are really valuable to our classrooms and that they may become discouraged because they feel discriminated or unaccepted. Through the stories of our classmates I have learned that my role as teacher is very important for these students and that I must work hard to make them part of my classroom and set them up with the tools to succeed in their education. As my classmates mentioned during our discussions, it can be very frustrating and often times discouraging.
Ever since I can remember I have always had an interest in people who are not from the United States. It was always their language that gave me an excitement about their lives back home and their now life in the United States. Once I became a Junior in college my advisor told me I should consider an ESOL Endorsement, However at the time I knew nothing about it or what it meant. After furthering my research and learning more about the endorsement and classes, I knew it was something I would be interested in while furthering my teaching career in my future. I was excited for a new journey while learning about English Language Learners (ELL). I’ve always wanted to be a teacher and now knowing that I can become an ESOL (English Speakers of Other Languages) teacher is like a dream come true. While doing classroom observations with English Language Leaners I
Katie uses assessments on a regular basis to make sure her students are where they are supposed to be. During their reading lessons in second grade, they have five lessons in e...
My observation is in a diverse title I class which allowed for me to experience and gain knowledge not only on ELL students but as well as special education. My interview consisted of a preschool and second grade classroom which help me understand the different milestones and differentiated instruction. When having a language barrier teachers need to not only know their students but check that the student is understanding the lesson. Instead of just asking questions that can make the student feel uncomfortable or different is by planning ahead and having activities where all students participate and answer (Herrell, 2015). When having everyone answer it helps students who don’t like to participate to feel comfortable when it’s their turn to
Along with finding my passion for theater, I also found one of my favorite teachers during my time in Junior High. His name was Mr. Rodrigue, and he was my homeroom and science teacher for both seventh and eighth grade. He was one of the first teachers that was every real with me. He was a very open and honest teacher who treated his students like adults. Mr. Rodrigue had this wit and sense of humor that made him more personable than any of my other teachers. I loved how he gave everyone in our homeroom nicknames, for instance, mine was “Higgy-Baby”. To this day I do not know how he came up with a name like that, but I know that while I was in his classroom, I was never called just Alyssa. While I learned many new and interesting things in his science class, I remember more of the life lessons that he taught during homeroom. He was one of the teachers that was there for me when life got rough, he looked out for me during and outside of class. For me, knowing that I had him keeping an eye out for me made me feel
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.
Every teacher has their strong points as well as weak points. Teaching is very hard work and some of them never grow to be anything better than mediocre. They do the bare minimum and very little over and above the call of duty. There are several ways to become a great teacher. Teachers are truly dedicated workers who put a lot of time and schooling into being able to teach for the rest of their lives.
Coming into this class, I figured we would learn about how to handle different kinds of situations from a teacher’s standpoint. As it turns out, the class is much more than just that. I figured there would be group discussions consisting of some controversial issues, but I had no idea how the course would make me feel as a person and as a future educator. So far, this class has brought to light the incredibly difficult decisions I will have to make as a teacher. Not only will those decisions affect the child and parents of that child at hand, but myself as well.