" For DOCTOR mitch "
kusatsu31
kuroda_educ380_ell-project.pptxEDUC 380
ELL Guide
Introduction
There has been a growing number of English Language Learners in the world.
As such, there has been rise in the need to know what needs to be done to improve on the achievement of ELLs all over the world.
This presentation will examine two teaching methods applied by teachers to improve on the achievement of young learners.
This presentation will try to find out the effectiveness of two techniques used by different teachers in achieving the same purpose in different classes. The techniques will be applied for the sole purpose of improving the achievement of students as demonstrated in this report.
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Continuation
All this could be done through:-
(a) Attending to their classrooms mainstream content.
(b) Teaching the students the correct academic language.
(c) Supporting their student’s first language.
In achieving to the objectives of the study, the teachers were supposed to carry out the above mentioned tasks to their students. The involved teachers need to make sure that they involve their students in the above mentioned practices.
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Continuation
(d) Educating the students on some of the explicit reading strategies.
(e) Applying culturally responsive teaching techniques.
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Purpose of the study
The key purpose of this particular project is to make a description of how theoretical notions linked to teaching ELLs are being applied in the real world situation.
This will be very useful in meeting the objectives of the study, thus making substantial implications and conclusions.
The main purpose of this study was to come up with a description of how theoretical notions that are related to teaching early learners are applied in the real world situations.
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ATTENTION TO MAINSTREAM CONTENT
It is important for ELLs to continuously lead English related materials for purposes of sharpening their academic abilities.
Continuous reading of mainstream content is important as it helps the learners to improve on their reading abilities through time.
To gain greater proficiency of English as a language, students are highly recommended to gain content knowledge simultaneously.
For the issue of ELLs to be clearly understood, it is better to understand that attention to mainstream content is greatly required. The reason for this is because, as the level of education goes high, reading mainstream content gets important as the kind of materials availed get tougher and deeper to understand thus making it important for the readers to develop the need to focus on developing their language.
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ACADEMIC LANGUAGE
Academic language has been defined as that language that is linked with the academic discourse of the number of subjects learned in different schools.
As such, teachers are supposed to offer to their students vocabulary-rich opportunities for learning,
Additionally, teachers need to explicitly give important content area vocabulary as well as grammatical structures that are typical of the content area.
Academic language is highly recommended when dealing with early learners. The reason for this is because, This kind of language has been identified as the one that presents unique challenges to ELLs. As such, teachers are highly recommended to use this kind of language to their students for better understanding of what they are being taught.
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L1 SUPPORT
Studies have indicated that the presence of L1 support greatly assists the process of learning in new learners.
Additionally, it has been found out that a number of body languages combined with L1 will definitely bring about clear understanding of the language to new learners.
This is important in supporting the whole process of learning.
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EXPLICIT READING STRATEGIES INSTRUCTION
Previous research on the effect of teaching ELLs to apply strategies while reading has shown the importance of :-
Increased strategy use,
More positive attitudes about reading, and
Improved comprehension
These strategies are very important in the whole process of attaining the objectives of the study. The importance of these to the learners cannot be overlooked when looking at the ELLs issues.
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CULTURALLY RESPONSIVE TEACHING
It gets paramount to notice that the achievement of diverse students not relate to the development of their cognitive skills.
The definition of culturally responsive teaching is continually being updated in the field.
This is better done while acknowledging the fact that students require to have access to the school’s mainstream curriculum and system for school success
In engaging in the teaching practice, teachers are supposed to consider the culture of their students. Despite there being no definite definition of culture, for the purposes of this particular presentation, it is important to understand it as the act of valuing the resources of students as well as their backgrounds.
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Conceptual framework
Knows
Implements
Believes
Biblical values, moral dimensions, and ethical implications synthesized with academic knowledge. skills as a gift from God, because teaching/leadership is a calling from God and practices personal integrity, social responsibility, sensitivity to the needs of
others, and the betterment of humanity
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Implements
Believes
Knows
Teaching methods
Pestalozzi
Montessori
Flannel boards
Flash cards
Flowcharts
Modeling in various media
Workbooks
Bulletin boards
The type of teaching method used by a teacher presents determines the way in which the students will get the learned ideas. In this, applying any of the above stated methods is important dictating how the kids will get the language taught to hem.
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Continuation
Presentation by a panel of instructors or students
Choral speaking
Vocabulary drills
Dressing dolls
Jigsaw puzzle maps
Flannel boards
Gaming and simulation
The above mentioned teaching methods are important in teaching different kids on how to grasp ideas and more so, learn a given language.
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Language proficiency phases
Pre-production phase
Prior production phase
Emergence of speech
Advanced
Fluent
These are the language proficiency of ELLs.
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Comparison between conversational and academic language
Selecting Fiction
Selecting Non-fiction
Should I choose between fiction or non-fiction
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Instructions on vocabulary Reading should be put first
Minute Group Jigsaw
Select a person to record
Select someone to report
With the group, read and write the strategies as well as all the details that support vocabulary building and oral language.
after recording, each of the group reporters will have a 3 minutes presentation.
The above mentioned shows the best ways of building vocabulary on ELLs.
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Language Development
| Core program instruction | Instruction for core program connection | Benefits for students: Listening, Speaking, Reading, & Writing |
Before
Reading
While
Reading
After
Reading
Developing vocabulary
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Language Development
| Core program instruction | Instruction for core program connection | Student Benefit: Listening, Speaking, Reading, & Writing |
Before
Reading
While
Reading
After
Reading
Development of oral language
Oral language development chart.
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Vocabulary growth factors
Students reading out of school for five minutes in a week usually read an estimated 21,000 English word annually.
Those students who take ten minutes of their time to read a day read an estimated 622,000 Words annually.
Those students who take fifteen minutes of their time to read a day read an estimated 1,146,000 Words annually.
Reading wide
Factors that are responsible for vocabulary growth include the time that a kid spends in reading and how wide they read.
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Reading wide
Is the most powerful too for language development
Is the most effective way to improve on literacy as well as on language development.
Has a very strong effect on comprehension reading, grammar, vocabulary and writing.
The benefits of reading wide are stated above.
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Reading wide helps to transform readers from.
elementary phase
authentic language application
Conversational use of language
academic language ability
Transformations brought about by reading wide.
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Processing new learned Words in different Ways
Applying new words in different settings helps improve on students language
Link vocabularies to well known word.
Apply the new words in a sentence
Match the definitions of the word
Apply the new word in different contexts
Offer students with a number of exposures to the new words
Applying newly learned words tends to help learners to understand the language better.
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Choosing the correct word to teach
Notice the word that is unknown to students
Identify more words to teach
Identify and record the words that are hard for the students to notice
Identify those words that the students will encounter frequently.
To teach effectively, teachers are supposed to choose the words to teach their students carefully.
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Organizing for new word teaching
| Topic: Word: | Picture |
| Meaning | Word Analysis prefix root suffix |
| Synonym | Sentence |
Directions: Complete the vocabulary map. Use context clues, a glossary, or a dictionary to complete sentences.
How to develop vocabularies in ELL
Photos
Realia
Plants
artifacts
Visuals
References
Carrillo, S. R. (2011). J-B Ed: Reach and Teach : How to Reach and Teach English Language Learners : Practical Strategies to Ensure Success (1). Somerset, US: Jossey-Bass. Retrieved from http://www.ebrary.com.
Colombo, M. (2011). Prevention Practice Kit : Teaching English Language Learners : 43 Strategies for Successful K-8 Classrooms. Thousand Oaks, CA, USA: SAGE Publications, Inc. Retrieved from http://www.ebrary.com.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Vacca, J. L., Vacca, R. T., Gove, M. K., Burkey, L. C., Lenhart, L. A., & McKeon, C. A. (2010). Reading and learning to read. (9th ed.). Upper Saddle River, NJ: Pearson Education.
