Peer Response 1

· Review your classmates’ post and compare the information to what you wrote. Discuss what information is new and what is already known. What information surprises you? Provide recommendations to extend their thinking. 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:

Who are English language learners? They are children and adults aged 3-21 who were not born in the United States. They have been enrolled in elementary or secondary school (Piper, 2015). The children come from a home where a language other than English is the primary language spoken. Has difficulty understanding English words, reading, writing, or speaking English.

Explain the four domains of language and what we might expect from students in each proficiency. The four domains help with fluency, mastery, and competency. The four domains are listening, speaking, reading, and writing (Piper, 2015). Each of these domains is a crucial part of learning English. Listening is necessary to help develop their speech, and this helps with pronouncing the words. Speaking the English language, learners need to know how to do this; learning how to communicate will help them academically and socialize with their peers and in everyday life (Piper, 2015). Reading helps the English language learners learn more words and understand what the terms they are speaking mean. Writing is typically the last domain to be taught to English language learners (Piper, 2015). Writing has different stages of being taught. Writing is a social skill, so when teaching this, have the learners write about real-life events and make it a classroom activity. Some of the things we can expect from English language learners is that this is not something they will learn overnight, and we should set achievable goals for the children. We can expect the children to make mistakes and get frustrated while learning, but our job as teachers is to support and continue encouraging their learning.

How can culture shock and other factors impede learning? There are different phases of culture shock, each determining how the child acts or feels. Sometimes culture shock can cause the child to have behavior problems which can affect their learning. The child could feel stressed by wanting to respect their values at home and may not want to feel like they are disrespecting their teacher. Teachers need to create an environment where children are comfortable in the class and feel they can express themselves in a healthy way that stays within their cultural beliefs.

-Jennifer Burnett

Reference:

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

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.