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This document contains information from multiple sources on teaching English language learners (ELLs), including: 1) Three categories of ELL students: long-term English learners, recent arrivals with limited schooling, and recent arrivals with adequate schooling. 2) Challenges a teacher faces with one ELL-certified teacher for five schools and only 30 minutes per week of ELL instruction. Most students are recent arrivals with interrupted schooling. 3) Strategies used at one school to help an ELL student from Russia, such as using pictures instead of words and meeting him at his level for vocabulary, reading, and math.
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Research proposalStudent Name Institutional.docx
Research proposal
Student Name
Institutional Affiliation
Introduction
Adult English Language Learners (ELLs) with Limited Literacy: challenges and solutions.
This proposal researches on the challenges and their solutions to students with limited literacy and teachers of the Adult English Language Learners (ELLs). The ELLs passes a lot of challenges as most of them are the newcomers, still, their teachers face challenges on which they need solutions. There has been a lot of challenges which faces this program, one of the challenges is if there are adequate resources, which may help improve this program (Abrar, 2016). Still, there has been an issue cornering many languages or bilingual spoke in the class which may affect the achievements of these students. Still, there have been some students who may have previous trauma or psychological problems which may affect their current learning. Furthermore, there is a proposal of which the teachers should come up with a way of ensuring enough resources in the classes to help to improve their achievements. And lastly, the teachers should start controlling the students in a positive manner, may help boost their achievements.
Every nation is now increasing its focus on this development of education, the main stakeholders, however, are the one supposed to come up with some reforms which will help to improve the schools and the courses. One of the most important strategies is getting fulcrum teachers who will help in recognizing and helping in coming up with a tip in order to progress in their success. This types of strategies will help improve the production of students such as those who have limited literacy when leaning he Adult ELLs. Adult ELL s with limited literacy have suffered a lot when it comes to learning formal education, more so when it comes to learning the English language. Still the other stakeholder, who are the educators and the policymakers, still have been affected with this challenges, in which they struggle a lot to having strategies which will help the adults in learning English. This research paper will mostly focus on, literacy development in adults, language acquisition, cognition, and brain functioning, adult education, and professional development. There is limited research base which covers ore about the Adults ELL s who have limited literacy. However, these researches have not expounded much on what can be done to improve this sector of education.
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1. teyl + eyl 2018 2019-sri sc
Here are the key implications of Multiple Intelligences theory for EYL teaching:
- Design activities that appeal to different intelligences - linguistic, logical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist.
- Use a variety of teaching methods like songs, chants, movement, role plays, games, art/craft to engage different intelligences.
- Assess students in different ways - oral tests, projects, portfolios rather than just written tests.
- Be aware that students may have different strengths. Provide options that play to their strengths.
- Help students identify their own strengths to build self-awareness and confidence as learners.
3. language acquisition_&_strategies (1)
The document outlines strategies for scaffolding instruction for English language learners (ELLs) at different language proficiency levels, from pre-production to advanced fluency. It recommends using visuals, gestures, modeling, and limiting error correction in the early stages. As proficiency increases, it suggests introducing more academic vocabulary and language structures, having students discuss in pairs or groups, and providing more feedback and correction. The goal is to provide comprehensible input and successful learning experiences for ELLs at each stage of language development.
3. language acquisition_&_strategies (1)
The document outlines strategies for scaffolding instruction for English language learners (ELLs) at different language proficiency levels, from pre-production to advanced fluency. It recommends using visuals, modeling, gestures, and limiting error correction to help beginners. For students at early production and speech emergent levels, it suggests allowing short responses and incorporating familiar topics. As students progress to beginning fluency, strategies include partner work, clarifying questions, and academic vocabulary instruction. The document provides guidance for students at intermediate and advanced fluency as well.
Class 11 ell 2020
The document provides information about strategies for supporting English language learners (ELLs) in the classroom. It discusses building on students' background knowledge, differentiating instruction to make content more accessible, allowing students to practice skills in multiple ways, and ensuring assessments account for students' language proficiency. The key recommendations are to connect new concepts to what students already know, provide multiple ways for students to access and demonstrate understanding of material, and offer supports and accommodations on assessments to allow ELLs to show their content knowledge.
Developmental Reading
This document discusses and compares four main approaches to teaching beginning readers:
1) The phonics approach teaches letter sounds and blending.
2) The look-and-say method has students recognize whole words through flashcards.
3) The language experience approach uses students' own drawings and words.
4) The context support method uses books with longer sentences on one page and shorter versions on the facing page. All four methods can be combined to engage students and support their reading development.
Natural Approach.pptx
The Natural Approach developed by Stephen Krashen and Tracy Terrell believes that adults can still acquire a second language naturally like children through comprehensible input. It focuses on providing a low-anxiety environment where adults acquire, not learn, the language through activities like role-plays, songs, and games. The teacher acts as a facilitator and students progress at their own pace through the natural order of language acquisition without explicit grammar instruction. While easy to implement, it may take a long time for students to develop more advanced skills under this approach.
Level 2 ELL
This document provides tips for teaching English language learners (ELLs). It suggests limiting lectures, checking for understanding rather than assuming comprehension, simplifying language, increasing cultural awareness, reviewing material step-by-step, explaining expectations, allowing more wait time for responses, addressing writing challenges, and evaluating listening skills through brief interviews or stories. The goal is to help ELLs feel comfortable communicating in English by accounting for translation time and avoiding embarrassment when possible. Teachers should focus on clear communication and gradual mastery of concepts.
Week 18 2019
This document discusses strategies for including English language learners (ELLs) and their families in the language classroom. It begins with an agenda that includes presentations on picture book lesson plans and a discussion on ELL strategies. It then defines common ELL-related acronyms and dispels myths about ELL instruction. The document emphasizes getting to know each ELL student's strengths and needs individually. It also stresses the importance of maintaining students' first languages and involving families in the classroom through communication, guest speakers, and assignments that require students to learn from family members at home.
Whole Language Approach
- The document discusses the whole language approach to literacy, which emphasizes making meaning from text rather than breaking words down phonically. It focuses on strategy instruction, cultural literature, and integrating reading and writing across subjects. The approach believes learning occurs through interpreting whole texts rather than isolated chunks. However, critics argue it may hamper spelling and decoding skills.
Mainstream Teachers ELL Training_REVISED
This training provides mainstream teachers with strategies to help English language learners succeed academically. It discusses who ELL students are, challenges they face, and factors that affect their learning. It introduces key concepts like BICS versus CALP and explains the stages of second language acquisition. The training covers lesson planning strategies like using academic language and SIOP, as well as co-teaching models. It also addresses assessing ELL students and modifying homework. The goal is to help teachers create an inclusive learning environment and build bridges instead of roadblocks for ELLs.
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Ell presentation
- 2. Green Text Headings were found in the book. Hancock, Marjorie R. (2007) Teaching Elementary Language Arts. Upper Saddle River, Jer Jersey: Pearson Learning Solutions. Chapter 2. Pink Text Headings were found in the Email from My Literary Teacher Mentor Blue Text Headings were found from the website Shrore, Kenneth. "TEACHERS." Scholastic Teachers. Scholastic, n.d. Web. 06 Oct. 2013. <http://www.scholastic.com/teachers/article/success-esl-students> Yellow Text Headings were found from the Online Professional Journal Sheng, Z. J. (2011). Dropping out of School among ELL Students: Implications to Schools and Teacher Education. Clearing House, 84(3), 98-103.
- 3. • Long-Term English Language Learners Those that have been in the United States for several years. May be able to speak English fairly well and communicate but have never been involved in full english language instruction. Typically get by in school but tend to “fall through the cracks” in the school systems. • Recent Arrivals with Limited or Interrupted Schooling Those that have just been introduced to formal schooling. They usually have no preschool experience, struggle in school, and have a hard time communicating. • Recent Arrivals with Adequate Schooling Those that have had good schooling backgrounds in a different setting or country. These students may not be fully prepared to speak english, but have a good start.
- 4. • ELL Certified Her school system has ONE ELL qualified teacher to attend to all five schools in the district. Last year, when she had a student that was considered ELL they only got thirty minutes a week of instruction. The instructor was stretched way too thin and the thirty minutes a week didn’t help much. • ELL Students in the School System Most of the students in her school fit into the “recent arrivals with interrupted schooling”. The students are seasonal, meaning they have been there before and will return when the farming season picks back up. • How the School Helps In the third grade, they have a student who was adopted from Russia. To help him, they use pictures instead of words for simple things. They also meet him where he is when it comes to vocabulary, reading, and math concepts. He is not forced to read at a 3rd grade level if that is not where he’s at.
- 5. • Make the student Comfortable Allow for the other students in the class to be educated on the ELL student’s background and culture. The more they can understand and accept one-another the easier it will be on the student. • Keep the Expectations High Hold the ELL student to the same high expectations as the rest of the students. Though they may need to do it a different way, they can achieve the same goals as the rest of the class. • Work with the Student Give them the proper tools to achieve set goals. Whether it is finding work in their native language or finding tools to translate- give them those resources.
- 6. • Put yourselves in their shoes Be compassionate towards them. Use patience at all times and perceive them as ‘exciting challenges’ . Let this be a learning opportunity for you to stretch your brain to help accommodate these students. • Use this Opportunity Don’t talk down to the student or anyone in the family. Use the opportunity to have someone in the community to help reach out to them in their native language and help them feel comfortable. Understand from the beginning they these students probably have a deficit but don’t hold that against them, educate them.
- 7. • Listening and Reading Allow for the student to be able to see the words hear them being read. It is less stressful on them and it helps them learn. • Texts that match Use texts that match the schemata and background knowledge of the ELL students. Use multicultural literature so involve all students • Provide opportunities for success Showcase their accomplishments. Focus on the things they do well and how far they’ve come as opposed to the discouraging things like what they can’t do. Allow for them to be proud of themselves