ELL Creative Visual Chart

1. By Selena Morales

2. Dual Language Process

3. Process for Dual Language Programs
“The purpose of the study was to explore the ways in which an alternative dual language
program affects the motivation, determination and persistence of second language learners to
engage in self-regulated dual language learning. This type of program provides an
alternative to classroom practice alone. Both emergent English learners (ELs), whose primary
language was Spanish, and emergent Spanish learners (SLs), whose primary language was
English, participated in an alternative dual language program and met nine times (18
language sessions) for nine weeks in an after-school dual language program to enhance their
language competence. The program focused on self-regulated learning as students taught and
learned a second language from each other in a mutually affirmative environment (McCollum
1999; Brinegar 2010).”

4. Dual Language Process
The Dual Language Process must include instructional practices that include the goal to build
language acquisition, dua language acquisition. Also, it is imperative to implement SIOP,
Sheltered Instruction Observation Protocol strategies in the Dual Language Process (Seidlitz
2014).

5. Dual Language Process
The process of Dual Language Process is a way of preserving other cultures. Since Texas has
the Seal of Biliteracy, the dual language process has become more popular. Many states sees
dual language process as a step of accessing global economy (2019, February 8).

6. Reflection
for
Dual Language Process
The Dual Language Process will affect me in such a way that will make me more aware of the needs of my LEP (Language
English Proficiency) students. This type of program is a bridge of developing language proficiency and literacy. In
addition, as I reflect on this program, I have to decide which program I prefer to teach. For instance, One-Way Model
classroom usually include beginning students whose first language is not English. The needs consist of students learning
to read and write. However, I feel as if I would be better suit to teach in a Two-Way Model classroom since this class is
composed of both native English speakers and speakers of other languages. Even though reading and writing is presented
in the native language, I feel I am more prepared to be more effective in a Two-Way Model classroom.
I agree with the Dual Language Concept because according to the data, students who are part of this program tend to do
better in district and state assessments than students in traditional classrooms. For instance, in Grand Prairie ISD, data
indicates that the Dual Language students scored 73% better than students in traditional classrooms. Therefore, this
makes me believe that these kids are more willing to learn and expand their horizons. Also, these kids are more accepting
to diversity, culture which makes LEP students feel safe.

7. Type of Bilingual Students

8. Types of BIlingual Students
“Regarding vocabulary, 6th Edition, Foundation of Bilingual, the study of fourth-grade
classrooms, found that approximately 15% of instructional time in reading groups was spent
on vocabulary”. In order to increase bilingual students’ language development, an educator
must set the foundation by fostering and understanding the ELLs brains imaging. “(Baker,
2017)

9. Types of BIlingual Students
“Research on bilingual children has found them to be better at some cognitive tasks and things
like taking on the perspective of another person.”(2019, February 8)

10. Reflection
of
BIlingual Students
As I reflect on the variety of bilingual students, I am reminded that many of them come with
different levels of language proficiencies, and of course, different background. However, the
one thing they have in common is the desire to learn, feel acceptance from their peers, and just
to be given the opportunity to grow. Therefore, as an educator, I have to consider different types
of strategies to be able to reach them and help them achieve their goals. As I read through a
variety or texts, I learned that I must be mindful about implementing the four language skills,
Listening, Speaking, Reading, and Writing throughout my lessons. Then as a teacher I have to
make sure my lessons of vocabulary and etc..are clear and my pacing is on target for students
to learn.

11. Principles of Language Transfer

12. Principles of Language Transfer
“Issues of language transfer are complicated not only by the complex nature of receptive and
productive skills of oracy/literacy in two languages but also by the oral/literate contexts, the
type of media that literacy employs with respect to simultaneous/successive exposure to
languages, and, to some degree, the contrast between alphabetic and non alphabetic
languages.”(Diaz-Rico, 2013)

13. Principles of Language Transfer
According to Education Week, “Transfer from First Language to English Isn't Automatic”.
Teachers cannot assume that language automatically transfer(2019, February 8).

14. Principles of Language Transfer
“According to Susan M. Gass, the acquisition of the pronunciation of a second language is
indeed largely a matter of progressively restructuring the mother tongue phonological system
in the direction of the targeted language”. An educator must consider the L2 (second
language) to be a little difficult to learn its syntax, morphems, and phonolical. (Gass, 1994)

15. Reflection
Principles of Language Transfer
As I reflect on the Principles of Language Transfer, I am reminded of the importance of
teaching cognates. Since this concept consist of students transferring their L1 (first language)
knowledge, it will be easier and extremely helpful if they knew the cognates. My goal as an
educator, would be for my lessons to be comprehensible. Since students will attempt to make
connections using the L1 skills, then it is imperative that I teach the cognates along with false
cognates. I do agree with this concept because I sincerely believe every student of all cultures
should have the opportunity to learn a new language in a variety of ways.

16. Bi-Literacy

17. Bi-literacy
Biliteracy is fostered when bilingual children have the opportunity to engage in literacy
practices in both their languages in the classroom rather than being subjected to an
English-only educational setting (Reyes 2012).

18. Bi-literacy
“According to Beeman 2105, in order to build strong bridges, each side must have a strong
foundation. Beeman continues to emphasis that all bi-literacy programs must have a well
articulated language and content plan that tell students and teachers what is expected. That
why implementing the SIOP Model, Shelter Instruction Observation Protocol) and its
components are crucial. Students will gain comprehensible input, which is the key to gaining
bi-literacy.(Beeman,2013)

19. Bi-literacy
“Students who are supported in both languages and are able to attain a high level of
scholarship can use both languages for literacy purposes. “(Diaz-Rico, 2013)

20. Reflection
of
Bi-literacy
Students who are gifted in bi-literacy deserve an educator who know how to build their
language acquisition. These days many students understand two languages. Therefore, as I
reflect on this concept, I am reminded that Spanish is widely diverse, spoken differently in
each Spanish country. Educators must be able to help students make the connections with their
background knowledge to become successful. In addition, as an educator, it is necessary that I
adjust the curriculum to my student’s experiences and build their oral language. Yes, I agree
with this concept. Students learn in a variety of ways and this is definitely a concept that will
help students to achieve their goals.

21. Bi-Cultural

22. Bi-Cultural
Bicultural individuals are those who have internalized knowledge from two different cultural
systems (Hong, Morris, Chiu, & Benet­Martínez, 2000)

23. Bi-Cultural
Having intimate knowledge of more than one culture can be difficult for ELLs.
“According to Rosalva Vega, there is more pressure for the dominant group to acculturate”.
Students experience the pressure of acceptance because of the different types of culture. That’s
why it is of importance to create an affective filter environment in the classroom.
(Vargas-Reighley, 2005)

24. Bi-Cultural
In an effort to increase comprehensible input, it is imperative that the educator understands
bi-cultural. Teachers must take the time to learn about their ELLs background. Then connect
their background knowledge with the content being taught. This is provide instruction that
ELLs will be able to comprehend (2019, February 8).

25. Reflection
of
Bi-Cultural
As I continue to reflect on this concept. It’s amazing to think the stress students have to
experience. The stress doesn’t only include education, but experiencing culture shock. Two
cultures don’t always share the same understandings, ways of working, the practice of some
values and even behaviors. That is why, as an educator I will consider providing a safe
environment for my students by educating all of them. Students need to understand each
others background and accept, but most importantly, respect each others differences.

26. Reference
Baker, C., & Wright, W. E. (2017). Foundations of bilingual education and bilingualism. Bristol: Multilingual Matters.
Beeman, K., & Urow, C. (2013). Teaching for biliteracy: Strengthening bridges between languages. Philadelphia: Caslon.
Brinegar, K. 2010. ‘I feel like I’m safe again’: A discussion of middle grades organizational structures from the perspective of
immigrant youth and their teachers. Research in Middle Level Education Online 33, no. 9: 1–13.
Dı́az-Rico, L. T. (2013). Strategies for teaching English learners(Third ed.). Boston: Pearson.
Education Week American Education News Site of Record. (2019, February 08). Retrieved from
https://www.edweek.org/ew/index.htm
Gass, S. M., & Selinker, L. (1994). Language transfer in language learning. Amsterdam: John Benjamins.
Hong, Y., Morris, M. W., Chiu, C., & Benet-Martínez, V. (2000). Multicultural minds: A dynamic constructivist approach to
culture and cognition. American Psychologist, 55, 709–720. http://doi.org/10.1037/0003-066X.55.7.709

27. References Continued
McCollum, P. 1999. Learning to value English: Cultural capital in a two-way bilingual program. Bilingual Research Journal
23, nos. 2–3: 113–34.
Reyes, I. (2012). Biliteracy among children and youths. Reading Research Quarterly, 47(3), 307–327.
Seidlitz, J., Base, M., Lara, M., Rodrı́guez, M., & Hartill, M. (2014). ELLs in Texas: What administrators need to know. San
Clemente, CA: Seidlitz Education.
Vargas-Reighley, R. V. (2005). Bi-cultural competence and academic resilience among immigrants. El Paso: LFB Scholarly
Publishing.