3 discussions due in 24 hours

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Who Are English Language Learners? [WLOs: 1, 2, 3] [CLOs: 1, 2, 3, 4]

Using the information below and based on the context of working with children and adults, read and answer the following questions. Respond to either the K-12 or adult learning questions, but not both.

To structure your writing,

· Your audience will be a group of colleagues or community members who are unfamiliar with these ideas. Be sure to explain in a way that shows that you understand and can explain the information.

· Your role is that of someone who has just learned this information and has chosen to share it with your colleagues.

· The format will be a three- to five-paragraph written piece.

· The purpose is to explain ELLs, the four domains, and challenges to acquiring a second language.

· You are writing using an academic information style in your discussion (see The Informative Essay (Links to an external site.) for assistance).

Children or Students in a K-12 Learning Context

Adult Learning Context

Read from your primary text:

· Chapter 1: The Faces of Diversity

· Chapter 2: Language, Learning, and Culture

Read from your primary text:

· Chapter 2: Language, Learning, and Culture; 2.1, 2.2, 2.3, and 2.4

Read Deng and Zou’s 2016 article A Study on Whether Adults’ Second Language Acquisition Is Easy or Not: From the Perspective of Children’s Native Language Acquisition (Links to an external site.).

Answer the following questions in your original post.

· Who are English language learners?

· Explain the four domains of language and what we might expect from students in each proficiency.

· How can culture shock and other factors impede learning?

Answer the following questions in your original post.

· Who are English language learners?

· Explain the four domains of language and what we might expect from students in each proficiency.

· How can culture shock and other factors impede learning?

Submitting Discussion Post: Indicate if you are answering questions from the K-12 or adult perspective by using the following format for your file upload: LastNameDiscussionTitleLevel (e.g., RobinsonWhoAreELLsAdult or RobinsonWhoAreELLsK12).

Language Construction [WLOs: 2, 3] [CLOs: 1, 2, 3, 4]

Learning English as a second language and teaching English are not as simple as one might think. There are many processes, grammatical structures, and situations to think of before teaching the use of language. For this discussion, you are going to watch a TED Talk by a renowned author of language construction in social contexts and read a chapter from the course text. The questions you answer will be informed by these two resources. You are encouraged to reply to this discussion using Canvas’ video recording feature. How Do I Record a Video Using the Rich Content Editor as a Student? (Links to an external site.) provides instructions for using the Rich Content Editor in Canvas to record a video response. If you do not have a webcam, you may write your response. Respond to either the K-12 or adult learning questions, but not both.

To structure your video:

· Your audience will be a group of colleagues, community members, or friends who are unfamiliar with these ideas. Be sure to explain in a way that shows that you understand and can explain the information.

· Your role is that of someone who understands the information from a research perspective.

· The format will be a three-paragraph written piece or a video explanation.

· The purpose is to explain challenges and issues involved with learning English.

Children or Students in a K-12 Learning Context

Adult Learning Context

Watch

Pinker’s 2005 video What Our Language Habits Reveal (Links to an external site.)

Read from your primary text:

· Chapter 3: The English Language Learner

Watch

Pinker’s 2005 video What Our Language Habits Reveal (Links to an external site.)

Read from your primary text:

· Chapter 3: The English Language Learner

Address the following items by creating a video post in the discussion forum.

· You might have heard colleagues, friends, or acquaintances proclaim that “they just need to learn English” when referring to those who do not speak English as a first language. Propose some of the complications with this statement. What are some challenges and issues involved with learning English? How might you use the information above to explain these complications?

· Explain culture shock and how this might impact learning English. You might need to refer to last week’s reading.

· Compare your ideas about learning English as a second language now to what they were when you started in Week 1. Have your ideas changed? Describe some ideas you did not previously consider for those who need to learn English as an additional language?

Address the following items by creating a video post in the discussion forum.

· Explain culture shock and how this might impact learning English. You might need to refer to last week’s reading.

Comprehensible Input and Sheltered Instruction [WLOs: 1, 2, 4] [CLOs: 1, 2, 3]

For this discussion, you are going to examine those items that make learning English more comprehensible for students. After reading the resources below, answer the questions that are appropriate for the context in which you are interested. Respond to either the K-12 or adult learning questions, but not both.

To structure your writing,

· Your audience will be you. This post will require reflection on your content.

· Your role is that of someone who understands the information from a research perspective.

· The format will be a two to three paragraph written post.

· The purpose is to explain themes that are arising out of the content and how affective filter impacts language learning.

Children or Students in a K-12 Learning Context

Adult Learning Context

Read from your primary text:

· Chapter 5: Teaching English Language Learners

Read from your primary text:

· Chapter 5: Teaching English Language Learners, 5.2, 5.4

· Rymniak’s 2011 article Adult ESL Classroom Strategies and Lesson Ideas (Links to an external site.) pages 1-9

Address the following items in your original 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?

· Examine how the affective filter can impact language learning.

· Explain how affective filter and culture shock are related.

Address the following items in your original post.

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

· Describe the competencies adult ESL students need to learn.

· Explain why contextualized learning and communicative competence are important when teaching English to adults.

Text

Piper, T. (2015). Language, learning, and culture: English language learning in today’s schools . Retrieved from https://content.ashford.edu/

· This text is a Constellation™ course digital material (CDM) title.

Articles

Deng, F., & Zou, Q. (2016). A study on whether adults’ second language acquisition is easy or not: From the perspective of children’s native language acquisition. (Links to an external site.) Theory and Practice in Language Studies, 6(4), 776-780. doi:10.17507/tpls.0604.15

Himmel, J. (n.d.). Language objectives: The key to effective content area instruction for English learners. (Links to an external site.)Retrieved from http://www.colorincolorado.org/article/language-objectives-key-effective-content-area-instruction-english-learners

Lieshoff, S. C., Aguilar, N., McShane, S., Burt, M., Peyton, J. K., Terrill, L., & Van Duzer, C. (2008, March). Practitioner toolkit: Working with adult English language learners. (Links to an external site.)Retrieved from http://www.cal.org/caela/tools/program_development/CombinedFiles1.pdf

Mahmoud, S. S., & Oraby, K. K. (2015). Let them toil to learn: Implicit feedback, self-correction and performance in EFL writing. (Links to an external site.) Theory and Practice in Language Studies, 5(8), 1672-1681. doi:10.17507/tpls.0508.18

Robertson, K. (n.d.). Improving writing skills: ELLs and the joy of writing. (Links to an external site.) Retrieved from http://www.colorincolorado.org/article/improving-writing-skills-ells-and-joy-writing

Rymniak, M. (2011). Adult ESL classroom strategies and lesson ideas. In A toolkit for ESL practitioners: Supporting skilled immigrants. (Links to an external site.) Retrieved from http://www.globaltalentbridge.org/toolkit/pdf/CH3_ESLStrategies.pdf

TESOL (n.d.). Pre-K-12 English Language Proficiency Standards Framework (Links to an external site.). Retrieved from https://www.tesol.org/docs/books/bk_prek-12elpstandards_framework_318.pdf?sfvrsn=2

Multimedia

Acacia University (2017). Writing strategies for ESL students (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=Gd3ezbUBbLo

ALISwebsite. (2012, March 8). Occupational video—English as a second language teacher: Adults (Links to an external site.) [Video file]. Retrieved from https://youtu.be/eofvMAB8Dqg

Allen, T. [Taylor Allen]. (2014, February 4). Interview with ELL teacher (Links to an external site.) [Video file]. Retrieved from https://youtu.be/OBL5orPLxyk

Ashford University. (2018). ELL240 vocabulary quiz. [Media file]. Retrieved from https://ashford.instructure.com

colorincolorado. (2015, June 5). Assessment for ELLs (Links to an external site.) [Video file]. Retrieved from https://youtu.be/q6fG4FmibEQ

colorincolorado (2012, February 7). Writing a paragraph with high school ELLs (Links to an external site.) [Video file]. Retrieved from https://youtu.be/wbZ2k5j8MFk

Films Media Group (Producer). (2004). Differentiated instruction and the English language learner [Video file]. Differentiated instruction and the English Language. https://digital.films.com/PortalPlaylists.aspx?wID=100753&xtid=60329

International TEFL Academy. (2011, September 22). How to assess listening in your ESL classroom (Links to an external site.) [Video file]. Retrieved from https://youtu.be/A-Ag69w1Hjg

International TEFL Academy (2011, July 28). Teaching writing skills in the ESL classroom (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=nbZUKAamXDU

International TEFL Academy. (2011, September 22). Teaching reading in an ESL classroom (Links to an external site.) [Video file]. Retrieved from https://youtu.be/8wfH99DeKfY

PCG. (2012, October 12). Teaching reading and comprehension to English learners, grades K-5 (Links to an external site.) . [Video file]. Retrieved from https://youtu.be/s4A85oOjZW0

Pinker, S. (2005, July). What our language habits reveal (Links to an external site.) [Video file]. Retrieved from https://www.ted.com/talks/steven_pinker_on_language_and_thought

SMACE videos. (2015, June 9). San Mateo Adult School (Links to an external site.) [Video file]. Retrieved from https://youtu.be/n1YoUwGaOGg

Westergaard, C. [Chris Westergaard]. (2015, March 14). ESL beginner lesson demo (Chris Westergaard) (Links to an external site.) [Video file]. Retrieved from https://youtu.be/2_38JfVFQoU