Peer Response 1

· Review your classmates’ posts and respond. Compare your answers to your classmates’ answers. Notice any similarities and differences between your Mind Maps. What connections were similar to yours? What connections were different, but logical? 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:

 I chose to split my graph up into two different sections. Each section, I feel, is the order of how the ELL child learns. In the first area, I have language proficiency level, vocabulary development, and assessment. This allows the teacher to take time to observe the student and see what they know or are capable of learning and which level they are on. In the other area, you have the four domains of language, language objectives, BICS, and CALP, each of these I feel go together. The receptive skills and the productive skills go in this area also. Each of these areas works together because the listening, speaking, reading, and writing must progress to show signs of BICS and CALP. I have the affective filter in the middle because this area needs to be addressed to ensure the child has the right attitude for wanting to learn.

-Jennifer Burnett

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

MY POST: