responding to teacher's response

· Please respond to my teacher’s response to my post.

MY POST:

Students who struggle to learn or communicate efficiently in English are known as English-language learners, or ELLs. These students frequently come from non-English-speaking residences, backgrounds and typically need specialized or modified instruction for both their academic courses and the English language. Students who were once labelled as limited English competent but have now developed language skills that have permitted them to enroll in regular academic courses offered in English are also considered English-language learners (Genc, 2005). The students may still struggle with academic language even while assessment results may show that they have attained a level of English literacy that enables them to engage and succeed in English-only learning environments.

The first domain of language is listening. Of all the linguistic domains, listening comprehension is the most fundamental. In children who are typically hearing, it comes before and is essential for the development of speech, and evidence suggests that it may even be important for reading. On the other hand, speaking is the ability that we are most likely to consider when determining someone's level of linguistic competence. Reading is done in the third. Academic achievement for all children depends on them developing strong reading skills in the early elementary school years. Writing is a social process since it is a form of communication. It goes beyond simply reading backwards. Writing success is not guaranteed by competency in the other four language levels, and it is frequently the last of the four to be taught. Despite the fact that these four realms are connected, they can evolve separately and at different rates. These four areas can be categorized as oral or written, receptive or productive skills.

Based on how culture shock and other factors can impede learning, study states that the situation is extremely different for ELLs, particularly those who have recently arrived. They do not speak the same language as the locals in their new country, and they must also adjust to cultural differences in two contexts: the society or nation and the classroom (Janzen, 2008). ELLs will experience varying degrees of culture shock and school shock or be in different phases regardless of how long they have stayed in the community and a variety of other circumstances, such as how much their parents have assimilated into it.

 

References

Genc, B., & Bada, E. (2005). Culture in language learning and teaching.

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

MY TEACHER’S RESPONSE TO MY POST:

Good afternoon, Ronda, and happy weekend! Thank you for your excellent summary of these key concepts. These are crucial building blocks to our understanding of ELLs and how to best serve them.

You mentioned "school shock" in passing, and I wanted to park on this idea a little bit. This is especially salient for ELLs who enter the American school system in the upper grades, after experience in the educational culture of their home country. It can be important in those early elementary years, too, though, because the parents will also come with presuppositions and understandings as to the structure of school and the role of the teacher.

After scanning this resource (https://www.readingrockets.org/article/creating-welcoming-classroom-environment (Links to an external site.)) what are some specific strategies you could use to create a warm and welcoming environment for your ELLs and to help them manage and thrive in their new environment? Did anything surprise you in this article? Do you disagree or have anything else to add?

I look forward to your response,

Jerrica Mesquita

Colorin Colorado (20119). Creating a welcoming classroom environment. Retrieved from https://www.readingrockets.org/article/creating-welcoming-classroom-environment. (Links to an external site.)