Peer Response 1

· Review your classmates’ posts and respond. Compare the answers your classmates gave to your own. Distinguish any differences between age of the students and information conveyed, activities chosen, and/or proficiency levels or competencies addressed in the post. For distinguished peer responses, respond with a minimum of five sentences that add to the conversation, and refrain from evaluative posts (i.e., You did a good job.).

PEERS POST:

One of the common themes I have seen is that ELL students need multiple opportunities to interact with peers socially and academically (Mohr & Mohr, n.d.). Being an effective teacher is also important because the teacher will be the student's primary source of encouragement. It is essential to understand these themes because kids need to learn how to have the correct words when interacting with peers, so allowing interaction in the classroom is crucial to the Ells's learning. ELL children need to learn how to interact socially, especially when they get into older grades; having these skills will help with getting a job, making friends, or asking for simple things in the world.

    Affective filters impact language in two different ways. One way is that when children feel frustrated, stressed, or overwhelmed, they might get angry and are hard to reach. The second way it can affect a child is if they have a good attitude and the proper motivation to want to learn (Piper, 2015). When a child has certain feelings about being in a situation, it can cause them to shut down and may have an attitude of not wanting to learn. So teachers must teach how these children can be reached. Teachers should talk clearly and pronounce words correctly so the ELL children can better understand what is being taught.

   Affective filters and culture shock are related to the child having anxiety, high-stress levels from living in a new place or having just moved from a different country and not speaking or understanding English (Piper, 2015). When children have increased stress in a learning situation, they are more likely to have behaviors trying to escape the problem of being in school. Teachers must interact with the child and let them know they are welcome. When children enter a classroom feeling welcomed, they have a better chance of interacting with their peers. So, it is essential to make sure the child has lower stress levels.

-Jennifer Burnett

Reference:

Mohr, K. & Mohr, E. (n.d.). Extending English Language Learners' Classroom Interactions Using the response Protocol. 

   https://www.colorincolorado.org/article/26871/Links to an external site.

Piper, T. (2015).  Language, learning, and culture: English language learning in today's schools . Bridgepoint Education.

MY POST:

For working with ELLs, summarize two to three themes/common ideas that you are seeing in the resources and why these are important to understand?

The first theme is young dual language learners. Educators and researchers have been focusing more on our youngest ELLs in recent years. The term "dual language learners," or "DLLs," refers to these kids, who range in age from zero to eight. The phrase "DLL" recognizes that young children are still actually expanding both their native language(s) and another language. The other theme is assisting students who have experienced trauma. We must devote even more attention to helping ELLs and their families on a social-emotional level if we want to be aware of what is going on in the world and locally. Identifying and properly reacting to trauma that can seriously damage our ELLs, frequently without educators' knowing that they are experiencing trauma, constitutes part of this support for ELLs (Janzen, 2008). The final theme is dual language programming. Fluent communicators of the partner language and fluent English speakers join together in dual language programs to receive education in core subjects both in their native tongues.

Examine how the affective filter can impact language learning.

Negative emotions that impede and block language acquisition include lack of motivation, low self-esteem, and learning anxiety.

Explain how affective filter and culture shock are related.

An analogy used to explain a learner's sentiments that influence the relative success of second language learning is the affective filter. The phenomenon of culture shock can impair ELLs capacity to learn. The need to learn a new language, frequently very quickly, is one of the root causes of culture shock, and language anxiety or panic can make it more difficult for learners to pick up a new language.

 

 References

Janzen, J. (2008). Teaching English language learners in the content areas. review of Educational research, 78(4), 1010-1038.