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…...
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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.
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.…...
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References
Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin Press.
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…...
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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
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…...
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Bibliography
CEBS WKU. The Seven Methods of Co-Teaching. N.p. Film.
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…...
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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…...
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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.…...
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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…...
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References
Gorski, P. C., & Pothini, S. G. (2018). Case studies on diversity and social justice education (2nd
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…...
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
English Teachers Network. (2010). Why Have a Standards-Based Curriculum and What are the Implications for the Teaching-Learning Assessment Process?. Retrieved December 30,
Highly Effective Unit PlanAuthorFirst and Last Name: Bria GayleSchool Name: N/ASchool District: New York City Public SchoolsSchool City, State: The Bronx, New YorkClassroom InformationSubject AreaSocial StudiesGrade Level(s)KindergartenUnit OverviewUnit TitleSelf and OthersUnit SummaryIn this Unit, four topics will be covered: 1) self-identity, 2) diversity, 3) American symbols, and 4) the United States flag (American flag). Students will draw and label body parts, learn a new song about diversity, listen to stories, color the bald Eagle and the American flag, and make the United States flag. Overall, students will learn the following: To draw and label ears, nose, mouth, eyes, and hair. To describe their interests and unique talents. To identify and explain the meaning, the American flag, the Statue of Liberty, the liberty bell, and the Bald Eagle.Building the FoundationHabits of Learning Taxonomy Citizenship skills Coloring skills Drawing skills Listening skillsUnit Common Core Standards [eading, Writing, Listening, Oral]eading Standards:Key Ideas and…...
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Resources) American flag coloring pageCrayonsBlue plastic plates7 red ribbons per student6 white ribbons per student13 foil star stickers per studentTapeSteplarF is for Flag by Wendy Cheyette Lewis Grouping Strategy: Describe how you will group students to facilitate the learning of the outcomes of this lesson. What is the rationale for the grouping strategy?(1e: Designing Coherent Instruction) Academic Vocabulary: What key terms are essential to this content? What terms are essential to develop and extend student\\\\\\\\\\\\\\\'s vocabulary?(1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students) Colony and Independence Lesson Procedures: The procedures should clearly describe the sequence of learning activities and should identify where and how all materials, technology tools, and student-created technology products and reproducible materials/handouts are utilized in the lesson. Describe the lesson sequence: · How will the lesson launch? · How will the material be presented?· What questions will be posed to the students? What are the expected responses? · How and when will the teacher model?· What opportunities will there be for guided Practice, group work, and individual Practice?· How and when will you monitor student understanding throughout the lesson?· What opportunities will there be for reflection and closure?Include approximate time allocations for each portion of the lesson. Be very precise when explaining the teacher and student tasks during the learning activities.Lesson launch (5 minutes)The teacher will display the classroom flag where each student can see. Students will be asked to describe the U.S. flagStudents will recite the Pledge of AllegianceTeacher Modeling (15 minutes)Show the cover of F for Flag by Wendy Cheyette LewisThe students will be asked to describe the cover of the bookThe teacher will read the book while pausing to explain key termsThe teacher will inform the students how our forefathers created 13 coloniesThe students will be asked to guess what a colony I.S. The teacher defines a colony. Explain to students why the U.S flag has 50 stars. Students watch the American flag riddle video(1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction) Guided Practice (15 minutes)· Making the U.S. flag. Independent working time (10 minutes)· The teacher will give each student the U.S. flag coloring sheet. · Each student will use crayons to color the flag correctly. · The teacher will ask the students to refer to the classroom flag when choosing colors. Differentiation: Describe how you will differentiate instruction for a variety of learners, including students will special needs, English Language Learners, and high achieving students, to ensure that all students have access to and can engage appropriately in this lesson. Be specific.(1e: Designing Coherent Instruction) Assessment Criteria for Success: · How and when will you assess student learning throughout the lesson (formative)?· How will you and your students know if they have successfully met the outcomes? · What are the criteria for mastery of the lesson outcome(s)? · Describe any (formative and summative) assessments to be used. (1f: Designing Student Assessments) The teacher will ask each student to wave their banner gently.Students will be asked why the U.S flag has 13 stripesStudents will be asked why the U.S flag has 50 starsStudents will be asked to define colonies and IndependenceStudents will be asked to say the Pledge of Allegiance as they hold the banner. Anticipated Difficulties: What difficulties or possible misunderstanding do you anticipate that students may encounter? How will you prevent them from occurring?(1a: Demonstrating Knowledge of Content and Pedagogy) Reflections: List at least three questions you will ask yourself after the lesson is taught. (4a: Reflecting on Teaching) Preparing a UnitUnit 1Phase 1: Deciding on the objectives of the topicUnit Title: Self and OthersGrade level: KindergartenApproximate Time Needed: 2 monthsMain idea 1: Children\\\\\\\\\\\\\\\'s sense of self is shaped by experiences that are unique to them and their families· Individuals have talents· People have physical characteristics: height and hair colorMain idea 2: Symbols and traditions help develop a shared culture and identity within the United States· Important Symbols of the United States· The U.S flag has parts (stripes and parts)Skills to be developed: Citizen skills to be developedPhase 2: Determining AssessmentSummative Assessment:1. Students will have a journal entry that will be tied to the content. This will allow students to begin to think about the topic and reflect. This will show the teacher where the student is. (A mini diagnostic)2. Students will read a storybook related to the concept topic of the day for each lesson plan. Students and teachers will have a classroom discussion on the focus question that the teacher will ask the student after they read the book. This will serve as an informal assessment to see student understanding before the lesson. 3. Students will be given an in-class reading that will be read together as a class. Each reading will be given guided questions that will show the teacher who comprehended the lesson of the textbook. The guided questions will be graded on the student\\\\\\\\\\\\\\\'s notebook.4. Students will be assigned a mini project, whether it is the partnering up to complete. The teacher will monitor students as they work and will workaround to see if the students need help or have questions. The teacher will observe each student\\\\\\\\\\\\\\\'s work. The teacher will grade each activity or mini-project before going over the answers or work. 5. Students will receive an exit ticket/quiz after instruction is done. End of Unit Task: Students will be asked to answer questions the following four questions: End of Unit Rubric:Phase 3: Selecting Instructional Courses. Diversity· \\\\\\\\\\\\\\\"Everyone belongs\\\\\\\\\\\\\\\" song All are Welcome by Alexandra PenfoldIdentityI Like Myself by Karen Beaumont https://www.youtube.com/watch?v=kTLxkMa0XDk United States Symbols· American Symbols cards· Statue of Liberty worksheet· American flag coloring pageMaking the U.S flag· F for Flag by Wendy Cheyette LewisPhase 4: Choosing appropriate learning activities4 Lesson plans attached.Activities: oral/ written activities and exciting and construction activities. Differentiated instruction· Children with special challenges All stories and text materials will be read in class. Children with special challenges will strategically be placed with students on grade level so that the students can get help when they need it. Additionally, they will be given a sheet of with vocabulary definitions so that they can refer to it · children who are ELLs· Children who are struggling (RTI)· Children who are performing above grade level (will be given modified questions that are more challenging and appropriate for their performing level for their activities in journal/ class/ homework. Phase 5: Completing the unit plan4 lesson plans attached. This U.S. flag is also known as the American flag. The flag includes thirteen horizontal stripes that are red and white. These stripes symbolize the initial states in the Union. Moreover, a blue rectangle, including 50 white stars; these 50 stars symbolize the 50 states in the U.S. American flags are shown all over the country, including many public places like government buildings, schools, libraries, among other places. The Statue of Liberty is made of copper, and it is locatedin New York City. The statue is a robed female whorepresents a Roman Goddess and is holding a torch in herhand. The Statue of Liberty was a gift given from Franceand represents freedom and the United States.Inscribed on the statue is the date July 4, 1776; this isthe date of the American Declaration of Independence. Wecelebrate this event every 4th of July.The Bald Eagle, the national bird, and animal for thethe U.S. On June 20, 1782, the Bald Eagle was chosen as the emblem of the United States because it represents strength, long life, majestic looking, freedom, and exists here in the U.S. You can find the bald Eagle on coins, the Great Seal, and even dollar bills.The Liberty Bell is a representation of American freedom and Independence. It is situated in Philadelphia, Pennsylvania. The Liberty Bell is significant as it symbolizes an end to slavery in America.https://www.youtube.com/watch?v=nJ1QEE_RXP8 ·
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:....
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