Humanistic theories put learning material into perspective, and cognitive theories allow students to draw meaningful connections between concepts and transcend language.
2. a.

Reads for comprehension. A student who reads for comprehension is practicing a skill in quadrant D: the most difficult for ELLs because of the lack of contextual cues and the cognitive difficulty of the exercise.

A b.

Acts out a historical event. A student acting out a historical event is performing an exercise in quadrant C, because the event itself might seem meaningless but the play-acting is fun.

A c.

Points to items in the classroom. Depending on how the exercise is structured, pointing to items in the classroom is not cognitively demanding and has a high amount of contextual cues. Therefore, pointing to items is a Quadrant a exercise.

A d.

Writes short paragraphs. Writing short paragraphs will be a Quadrant D. activity unless the ELL has already grasped a basic enough understanding…...

Vocabulary Acquisition by English as a Second Language Learners
This chapter provides a review of the relevant peer-reviewed and scholarly literature concerning vocabulary acquisition and English language learners and a discussion concerning Web-based vocabulary platforms including several representative examples as well as their potential for contributing to English language learner (ELL) student success. Finally, an analysis of pedagogy and technology integration in language acquisition is followed by a summary of research and major themes that emerged from the literature review.

Literature eview/Themes

Vocabulary Acquisition and English Language Learners

Vocabulary acquisition is a vital and continuous process requiring practice and time on task (Wei, 2014). Vocabulary acquisition entails constant repetition for young learners to develop an effective grasp of the material (Baleghizadeh & Ashoori, 2011). Indeed, vocabulary acquisition represents a fundamental building block on which second language fluency depends. In this regard, Alharbi (2015) emphasizes that vocabulary acquisition and retention represents the first and foremost…...

mla

References

Alharbi, A. M. (2015, September/October). Building vocabulary for language learning: Approach for ESL learners to study new vocabulary. Journal of International Students, 5(4), 501-505.

Campbell, L. O. & Rivas, b. (2012, November). Interactive technology strategies: Nurturing the language of science among English language learners. Science and Children, 50(3), 82-85.

Chien, C. W. (2015, May). Analysis of the effectiveness of three online vocabulary flashcard Websites on L2 learners' level of lexical knowledge. English Language Teaching, 8(5), 111-114.

Cook, J. (2015, May). Closing math achievement gaps for English language learners: The right combination of instructional strategy and technology is key to engaging ELL students. District Administration, 51(5), 14-19.

Grade Level:
Language Proficiency Level(s):

Building Vocabulary: English Language Arts -- OIGINAL LESSON PLAN

Cinderella Video: Mystery Words (Context Clues) and Flashcard Exercise

ELLs of similar language proficiency

Lesson Plan Using SIOP Elements

Materials needed:

Key Vocabulary

White board

Laptop with video projection

Supplies (pencils, paper, props)

Handouts (Vocabulary worksheet, 1 for each student)

Picture book

Context clues presentation

Magnifying glasses for students

Flashcards with visuals of pictures and vocab words for students to use to reinforce terms

"rags" "scour" "mattress" "slipper," "fairy," "ball," "coach"

Anticipatory Set: (Motivation and Building Background; Activating prior knowledge; making connections to cultures of students; Cognitive Learning Strategy setting a purpose for reading)

ole play: wear detective hat and bring magnifying class to create excitement over "finding" the meaning of words using context clues.

Teacher will ask students if there is a similar story in their own culture that is like Cinderella and thus make a cultural tie-in. Teacher will also use flashcards to promote active visualization of words along with reinforcement of vocabulary.…...

mla

References

Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin Press.

Himmel, J. (2012). Language objectives: The key to effective content area instruction for English learners. ColorInColorado. Retrieved from  http://www.colorincolorado.org/article/language-objectives-key-effective-content-area-instruction-english-learners 

Simple Tricks to Write Efffective Lesson Plans. (n.d.). Retrieved May 10, 2016, from  http://k6educators.about.com/od/lessonplanheadquarters/tp/How-to-Write-Effective-Lesson-Plans.htm 

Preparing America's students for success. (n.d.). Retrieved May 11, 2016, from  http://www.corestandards.org/

exist about middle school ELLs' vocabulary acquisition through the use of web-based vocabulary platforms. What the past research or approaches on language acquisition (either through technology or through some other form) has focused on. Also, what research has there been in the state of Maryland's school district Prince George's county, if any.
There is certainly a wealth of research when it comes to web-based vocabulary learning platforms. One such example was detailed in a 2014 treatise by Liu, Lan and Ho (2014). The program in question is a self-regulated one that makes use of web-based tools like Google Docs and others to assist with learning. This tool is specifically used as a way to teach English to people that started life with a different language. The study by Liu and her colleagues explored a further step towards identifying the factors involved in such a tool including a web-based collaboration tool…...

mla

References

Diallo, A. (2014, January 1). The Use of Technology to Enhance the Learning Experience of ESL Students. Online Submission.

Johnson, C. M. (2013, January 1). Relationship between English Language Learners' Proficiency

in Reading, Writing, Listening, and Speaking and Proficiency on Maryland School

Assessments in Mathematics. ProQuest LLC,

WEINAR
ELLs (English Language Learners) face manifold challenges in the current teaching construct across 46 states in the country in spite of the new Common Core State Standards (CCSS) applied there. The standards, by their own admission, do not attend to the challenges faced by the ELLs in accessing support for improving knowledge or skill accumulation. ELLs need to develop reading and writing skills and fluency, vocabulary and literacy components that empower and enrich knowledge to assess and complete complex tasks. Effective teaching methodologies for ELLs, or for any population of students is therefore very similar. According to the academia and studies in the field of education and effective teaching methods involve providing the learners with clear well-structured tasks, goals and objectives, opportunities to interact with others, adequate practice, retraining when needed and, frequent assessment mainly along with other tools. Research in this field of English learning and teaching effectively affords…...

mla

Bibliography

CEBS WKU. The Seven Methods of Co-Teaching. N.p. Film.

Coleman, Rhoda and Claude Goldenberg. The Common Core Challenge for ELLs. February 2012. 9 October 2015. Retrieved from: http://www.principals.org/tabid/3788/default.aspx?topic=The_Common_Core_Challenge_for_ELLs

ESL. 2015. 09 October 2015. Retrieved from: https://www.eslpartyland.com/

ESL Teaching Methods. www.youtube.com. 30 September 2014. 09 October 2015. Retrieved from:  http://www.youtube.com/watch?v=NRcDNuZ8e0o

Positive Relationship Between Speaking & Reading Skills in ESOL Students
Relationship Between ESOL Learner's Reading & Language Skills

Exploring the Positive Relationship Between Speaking & Reading Skills

In ESOL Students

This study explores the speaking skills of ESOL students and relates it to their ability to read in English. This study attempts to determine how and to what degree speaking skills affect the reading abilities of ESOL students in both positive and negative ways. It demonstrates that a growth in conversation skills in the English language is positively related to an increase in the reading abilities of ESOL students. The hypothesis is that reading and speaking skills are interrelated and that there is a positive relationship. The methodology behind the study is based on surveys of ESOL teachers, ten parents of ESOL students, and the comparison of two groups of ESOL 6th grade learners. The students will be divided into two groups based…...

mla

Yet on the other hand, another study takes a different perspective. (Geva & Zadeh, 2006) The authors state that despite the fact that native language speakers of English have better diction, the group which was non-native speaker was similar, and that no advantage existed on the cognitive or reading dimensions, indicating that proficiency in spoken English might have no bearing in any improvement in reading and comprehension.

Yet another study indicates the order to teach English as a writing language, even then better understanding of English as a second language is needed. This includes specialized instructions which can be issued with the help of detailed analysis of various learning models that can in turn help non-native English speakers.

But there are problems with teachers understanding the non-native problems all too clearly, as when the teacher understands what the student is saying, communication might said to be great, even when the teacher subconsciously gives an allowance for mistakes

Clinical Lesson Observation: Cultural Experience in English Language LearningIntroductionAs part of the clinical experience, pre-service teachers or candidates engage in an observational practice to understand and record individual learning needs at cognitive, social linguistic, and physical levels. This process is vital for preparing for both individual and group instruction, selecting relevant materials, and strategizing learning techniques to inspire learning among diverse cultural groups. It requires an in-depth understanding of individual learner variables and the influences of L1 literacy on L2 literacy development to provide a comprehensive learning experience for English Language Learners (ELLs).Individual Learner Variables and Role in L2 LearningLearners carry an assortment of attributes that can significantly affect their English learning process, including their own needs and how they respond to teacher attitudes (Soureshjani & Riahipour, 2012). These variables include cognitive abilities, motivation, learning style, and linguistic background, among others. Pre-service teachers must understand these aspects to formulate an…...

mla

References

Brown, K. (2005). Encyclopedia of language and linguistics (Vol. 1). Elsevier.

Echevarria, J., Short, D., & Powers, K. (2006). School reform and standards-based education: A model for English-language learners. The Journal of Educational Research, 99(4), 195-211.

Facella, M. A., Rampino, K. M., & Shea, E. K. (2005). Effective teaching strategies for English language learners. Bilingual Research Journal, 29(1), 209-221.

Scaffolding English Language Learners (ELLs) for Writing SuccessInstruction in Academic VocabularyThe selection of vocabulary for teaching is predicated on its significance for comprehending the text and its frequent appearance within texts at the designated grade level. The strategies employed to instruct academic vocabulary in these lessons remain consistent, including the utilization of engaging informational texts as a foundation for intensive vocabulary teaching, the identification of a limited set of academic vocabulary words for in-depth instruction, the comprehensive teaching of vocabulary through various modalities (writing, listening, and speaking), and the impartation of word-learning strategies to students to enable them to decipher word meanings independently. Engaging texts are a platform for rigorous vocabulary instruction, encompassing pre-teaching conceptually complex vocabulary, exposing students to target words in diverse contexts, and fostering profound comprehension of word meanings. The vocabulary of lesser complexity is conveyed by embedding comprehensible definitions into the text and its surrounding discourse.…...

mla

References

August, D., & Fenner, D. S. (2014). Scaffolding Instruction for English Language Learners: A Resource Guide for English Language Arts. Center for English Language Learners.

Case Study ReflectionELLs IN TODAY'S SCHOOLThe case study on "ELLs IN TODAY'S SCHOOL" resonated with me because it highlights the changing demographics in U.S. schools and the challenges and opportunities that come with it. As a teacher, I believe in the value of trying to understand and appreciate the linguistic, socio-economical, and cultural diversity of our students. The case study gets at the importance of additive practices, which focus on building upon students' existing knowledge and experiences, rather than subtractive practices, which aim to replace or diminish their cultural and linguistic backgrounds (Gorski & Pothini, 2018).In my school setting, we have a growing number of English Language Learners (ELLs) and we have made efforts to accommodate these students, but there remains a prevailing sentiment that the primary focus should be on English acquisition. This mirrors the subtractive practices mentioned in the case study. However, I believe that by embracing additive…...

mla

References

Gorski, P. C., & Pothini, S. G. (2018). Case studies on diversity and social justice education (2nd

ed.). Routledge.

https://ebookcentral.proquest.com/lib/waldenu/reader.action?docID=5303583&ppg=1

Chicago Public Library esource
The Chicago Public Library is a great resource for English Language Learners (ELLs) and offers a variety of programs and tools that ELLs can access and utilize to help them become more comfortable with and knowledgeable of the English language. The reason I have chose the Chicago Public Library is precisely because of the wide range of options it provides ELLs -- everything from in-person programs to tools and skill-building resources (such as quizzes, exercises, puzzles and dictionaries) on its website (Learning English, n.d.). Best of all the Chicago Public Library is free and even offers links and assistance in finding other free resources, programs and classes for ELLs looking to enrich their own learning-language experience.

My research into the Chicago Public Library began on the Internet, where I noted a variety of options available to ELLs -- online quizzes, tutorials and links to programs offered by various…...

mla

References

ESL Tutors. (n.d.). Volunteer Match. Retrieved from  https://www.volunteermatch.org/search/opp356908.jsp 

Learning English. (n.d.). Chicago Public Library. Retrieved from  http://www.chipublib.org/learning-english/

Academic Literacy for English LearnersAcademic literacy for English Learners focuses on the ability to engage with, understand, and produce language that is characteristic of academic settings. This includes the basic proficiency in English as well as the mastery of academic vocabulary, comprehension of text structures and genres, and the ability to critically analyze and synthesize information. Academic thinking, on the other hand, involves higher-order cognitive skills such as critical thinking, problem-solving, and the ability to make connections between different pieces of information.For English Learners, developing academic literacy and thinking is important because it directly impacts their ability to access and advance in educational settings. Without sufficient academic literacy, ELs are more likely to struggle to understand course materials. They are less likely to participate in class discussions, or perform well in assessments, if they lack this academic literacy. This, in turn, can cause them to become frustrated with their underachievement…...

Action Research Proposal The number of school-age English Language Learners in the state of Alberta is increasing at a fast pace. As these students begin studying, they experience a great deal of challenges, which can impact the acquisition and learning of the English language (New York University, 2018). In particular, one of the key challenges faced by these students is pronunciation. What is more, unlike mathematics, English language does not have a material set of rules or guideline as to what sound every letter of the alphabet signifies. For instance, the letter e can be pronounced as e, eh. In addition, the tenses of verbs can also hamper learning. Cultural differences also play a key role in acquisition of the English language (Wold, 2006). There have been deliberations regarding the most efficacious approaches of second language instruction. Picture seeing texts and hearing sounds that do not correspond with those that are…...

ELL Case Study: JavierPart 1Javier (a pseudonym to protect his identity) is a 17-year-old student in the 12th grade, attending a high school in a medium-sized town in the Midwest. Born and raised in Mexico, Javier\\\'s journey to the United States began four years ago, and it marked a major transition in his life and education.Background and Family LifeJavier comes from a close-knit family and is the youngest of three siblings. His early education was completed in Mexico, where he attended middle school before relocating to the U.S. Initially, Javier and his parents, who are employed in a local factory and possess basic literacy skills in Spanish, lived in Arizona. His parents\\\' proficiency in English is limited, which influenced the language dynamics at home, predominantly Spanish.After a couple of years, Javier moved to Indiana to live with his sister and her family. This shift introduced him to a bilingual environment,…...

(Farah and idge, 2009)
The successful shift from textbook, memory-based curriculum to a standards-based curriculum is therefore dependent on three things: the development of national standards and goals for curriculum; the development of corresponding assessment tools; and the re-education of teachers towards the objective of altering teachers' attitudes and views of their role in the education system. ather than simply drilling memorized facts, words or phrases into a student's consciousness-as is the case with a memory-based curriculum-teachers in a standards based, student-centered curriculum are responsible for helping students to apply such knowledge to practical situations for social success, over and above academic success.

eferences

English as a Second Language. (2010). etrieved December 30, 2010, from http://www.rong-chang.com/

English Teachers Network. (2010). Why Have a Standards-Based Curriculum and What are the Implications for the Teaching-Learning Assessment Process?. etrieved December 30,

2010, from http://www.etni.org.il/red/etninews/issue4/whystandard.html

Farah, S., & idge, N. (2009). Challenges to Curriculum Development in the UAE. Dubai

School…...

mla

References

English as a Second Language. (2010). Retrieved December 30, 2010, from  http://www.rong-chang.com/ 

English Teachers Network. (2010). Why Have a Standards-Based Curriculum and What are the Implications for the Teaching-Learning Assessment Process?. Retrieved December 30,

2010, from http://www.etni.org.il/red/etninews/issue4/whystandard.html

Farah, S., & Ridge, N. (2009). Challenges to Curriculum Development in the UAE. Dubai

2002, 108)." By 1996 the teaching of English in Thailand was compulsory for all primary children from the first grade.
Teaching English as a Second Language in Thailand

Although the teaching of English as a second language has been present in Thailand for quite some time, there are still many issues that arise as it pertains to teaching English in Thailand. In some ways it may appear that English language pedagogy is still in its infancy. For instance many people in Thailand have low degrees of proficiency in English (Laopongharn & Sercombe, 2009). This is particularly true as it pertains to the speaking and writing of English. The problems present in Thailand as it pertains to Teaching English as a foreign language has many different causes (Laopongharn & Sercombe (2009). For the purposes of this discussion, Thai culture will be explored as an impediment to the teaching of English as a…...

mla

References

Adamson, J., 2003. Challenging beliefs in teacher development: potential influences of Theravada Buddhism upon Thais learning English. Asian EFL journal, 5 (3), 1-21.

Adamson, J., 2005. Teacher development in EFL: what is to be learned beyond methodology in Asian contexts?. Asian EFL journal, 7 (4), 74-84.

Chou, C. 2000. Chinese Speakers' Acquisition of English Conditionals: Acquisition Order and L1 Transfer Effects. Second Language Studies, 19(1), pp. 57-98

Forman R. (2008) Using notions of scaffolding and intertextuality to understand the bilingual teaching of English in Thailand. Linguistics and Education 19-319 -- 332

1. Analyzing the use of figurative language in WIDA language assessments
2. Exploring the role of syntax and sentence structure in WIDA writing prompts
3. Investigating the inclusion of literary devices in WIDA reading passages
4. Discussing the importance of vocabulary acquisition in WIDA language development
5. Examining the integration of cultural elements in WIDA language arts tasks
6. Evaluating the effectiveness of incorporating multimedia resources in WIDA language assessments
7. Comparing the language skills developed through WIDA assessments with traditional language arts instruction
8. Exploring the connection between WIDA language proficiency levels and academic achievement in language arts
9. Investigating the impact of language arts instruction on....

When creating a lesson plan, it is important to follow a structured format to ensure that all necessary information is included. Here is a step-by-step guide on how to create a comprehensive lesson plan:

1. Title: Write a descriptive title for the lesson plan that summarizes the topic or objective of the lesson.

2. Objective: Clearly outline the learning goal for the lesson. What do you want students to know or be able to do by the end of the lesson?

3. Materials: List all the materials, resources, and technology that will be needed for the lesson, including any handouts, worksheets, or multimedia....

1. The impact of cultural diversity on English language learning in the United States
2. The role of technology in enhancing English language education in the United States
3. Challenges faced by non-native English speakers in the United States education system
4. The importance of English language proficiency for academic and professional success in the United States
5. The effectiveness of bilingual education programs for English language learners in the United States
6. The influence of socio-economic factors on English language learning outcomes in the United States
7. The benefits of English language immersion programs for non-English-speaking students in the United States
8. The role of standardized....

Essay Topic 1: The Role of Immersion in Second Language Acquisition: Exploring the Benefits and Challenges of Studying English in the United States

Introduction:
Begin with a hook that highlights the importance of immersion in learning a second language.
State the thesis statement: The United States provides an immersive environment that facilitates English language acquisition, but also presents unique challenges.

Body Paragraph 1: Benefits of Immersion
Discuss the advantages of interacting with native speakers in everyday situations.
Explain how exposure to authentic language promotes fluency, pronunciation, and cultural understanding.
Cite research or anecdotal evidence to support the benefits of immersion.

Body Paragraph 2:....