Speaking: Explain how igneous, sedimentary, and metamorphic rocks differ to a partner using compare and contrast language
I feel like all of these sound like normal objectives that we are taught to write in all of our education classes. I am failing to see how these are special or different. The first ones just seem like terrible objectives to begin with and the second ones just go into more detail.
If we don’t challenge the status quo regarding the improvement of educational opportunities for multilingual learners through equitable practices and policies, who will?
This should be required by law. As teachers we are required to provide free and appropriate education to all students, regardless of background.
Additionally, multilingual learners may face challenges when teachers use “tricky” language, such as idiomatic expressions (e.g., “learn this by heart” or “the assignment is a walk in the park”
I think that while these idiomatic expressions may be more difficult for ELL students that they should be taught them because they are often used in everyday language. Although they might not be on a standardized test, they could help students understand more conversationally and be able to communicate better with their peers.
acknowledging the implicit and explicit ideologies and power structures inherent in language, (2) understanding that the use of such language, even unintentionally, can and does legitimate and reproduce social inequalities, and (3) striving to become agents of long-term change in society
I think that it is important to be aware of terms that are offensive, even if unintentionally and definitely avoid using them. Also though, if a student is using them, shut that behavior down and tell them that it is inappropriate school talk and let them know that it can be hurtful to others.
Getting to know your students should begin on the first day—or even earlier, if possible, by meeting them (and their families) before the academic year starts—and should continue throughout the year
This should go for every student, not just ELL because it opens the door for communication between families which helps both parties be able to do what is best for their child. It also allows for the teacher to get to know each family and be able to differentiate per the students background knowledge.
“I’m not sure what the problem is. These kids can’t speak well in English or Spanish. Rather than teaching them both languages, we should just focus on English
I think this approach is lowkey a white supramacist and racist view. Students native languages are just as important as English. If they are not speaking well in either, than they are not being taught well in either side and that is up to the teachers to help teach. It is not a teachers job to be deciding what language they are going to be learning or talking outside of school.
In fact, some students may rely on their smartphones or tablets for all sorts of communicative needs, entertainment, inquiry, and school work
This would be interesting to see how this would play out in an actual classroom. In Missouri, students are banned from using their phones in school and they are even having to lock them up to ensure students are using them. I wonder if ELL students would still be able to for communication or use their chromebooks (if they have them) instead.
illustrate this, here are six different constructions in English that express an action that will take place in the future:
I have noticed that the English language has a lot of different ways to say the same exact thing, jut slightly different wording. This definitely can come across as confusing, although it does make books and stories less boring and more unique.
even well-intentioned teachers often fail to overtly teach the academic discourses necessary for school success”
I never would have thought of idiosms and how they may be confusing to ELL students. When lesson planning, I will have to make sure and read my content thoroughly to spot any phrases that may be confusing and make sure to explain them beforehand.
We also have 3to acknowledge multilingual learners who have been identified as gifted and talented and receive highly capable services.
In my Exceptional Child class, we recognized that often times ELL students who also have a disability often get delayed or inadequate accommodations because they don’t speak English very well. In terms of gifted students who are also ELL, I wonder how much their learning would be slowed or held back because they are also learning a completely new language.