es if i am Filipino because of my eyes.

I have never really been put in a position where someone had a bad attitude towards my language just because  i don’t really go around talking to random people i guess

As I grew up, I began to understand both languages better and the dialects of the Arabic and English languages.

d in different ways

a stigmatized form

big words

When i was younger i had a more colombian accent because i had picked it up from the way my parents talked. During high school i picked up a more dominican accent because i would always be around dominicans. I use a lot of there slang too like how i am always saying “ cono ” and that is a really big dominican thing. I work in a supermarket and if i talk spanish to a customer sometimes they do ask me if i am dominican

i feel like knowing both languages English and Spanish is something really good but tricky as well. It’s a good thing because when being bilingual their are more opportunities for individuals. The reason why I feel like it is also tricky is because when you been somewhere speaking one Language for a long time then having to step out and transition into speaking another one can be some what hard.

For example when eating something and I want to know if its spicy I would say “does this pica”?

We judge on grammar, we judge on the English they use and we judge on the way they present themselves when speaking

 Dialect is determined by many factors including socioeconomic status and education

We judge people on the use of their grammar and how they use it

When in a professional environment we are opt to use our “professional” English and of course when we are at home, with our friends our language becomes more comfortable to us.

Being Hispanic in our society means that we have to know how to speak Spanish and there’s a correct way when speaking it as well.

the main idea of my essay enough

My dad got the hang of it pretty well, he is fluent in english and can even write some things depending the subject. My mom on the other hand is still struggling to speak english. She doesn’t feel as comfortable speaking the different language and feels as if people will probably make fun of her and ignore her. Instead of trying to teach her the basics I thought it would be easier if I were to just speak to her in english, since she understands some things and she’d try to respond in spanish, now we use this method of communication every day. Although both my parents understand the english language enough to carry small conversations, I feel more comfortable talking to them in spanish majority of the time.

I was always made fun of the way I pronounced certain english words in my early years, but in my opinion I think I definitely perfected the English language by the time I finished junior high school.

I think that just because a person is speaking Spanish or Jamaican or Chinese that they act or might seem like a bad perso

You should never judge a book by its cover,

I feel that this is always happening whether you’re high status or low status and  whatever language you speak.

use slan

When other people speak different languages it doesn’t mean that it can be low or high status. Many people that speak different languages can speak in proper ways or professional ways. It doesn’t matter what language you speak you can still speak in a good manner. Everyone in the world either its high status or low status speaks in a professional ways, when you’re in a good mood and in a professional environment you will speak in a ways that should be spoken. My mom for example is not rich or high status, but she knows how to speak when she is around her colleagues or in a professional environment. I believe that all people can speak in a respectful and right way, without profanity or slan

conditioned to look at life through a stereotyped lens that we use their appearance and the way people speak to affect our perception

I don’t meet the stereotypical qualifications of a Spanish woman

very proper Spanish.

in my dialect,

the traditional Spanish

For example, when speaking to a person of higher authority, I use a more prestige language. Whereas, when I am speaking to people I am more comfortable around, such as, friends and some family, I use a more causal and loose conversational speaking

A lot of non Spanish speakers think that Spanish is really hard to learn and that the ones that speak it , talk really fast. But just like with any other language , there’s different accents . I’m from Mexico , from the north . My accent is different compared with some members of my family from the south. even though I considered myself fluent in Spanish , there’s still some words that I have trouble understanding.

is to communicate and express ourselves.

is seen as a prestigue from a higher status,

I feel like we are always seen as less or as not educated.

It really depends where I am and who am I talking to.

to speak “English” here.

The attitude towards American-English in states such as North Carolina would be seen as friendly, while in California it can be contributed to being laid-back.

how the words are spoken and uttered would obviously be noticed to be different

Both the prestige and stigmatized forms

of American-English.

The attitude that exists throughout my language/dialect would most likely be considered as one of rudeness.

Most people try to find people who speaks in a similar way as them and this makes it hard for people who have accents.

to get rid of some my accent

When I started to go to middle school and high school, I noticed people would know my bad accent and try stay away from me.

Then, I had to start going to school where I eventually learned English. I can say for sure that it’s really hard to learn English if it’s not the first language. It’s probably the same for every language and I was not able to keep up with the class. No one in the class spoke Chinese so I was kind of isolated from everyone. But I remember when I was able to pick up English when I was repeating letters and words when the whole class was repeating after the teacher. Even today, I feel like I speak English better than Chinese even though my English is not that good either.

these attitudes might be another way in which in various form of discrimination to occur.

Like how people in France would see English as a useful tool in their everyday lives especially on traveling and teaching it as a subject in English or ESL setting.

For example, on rare occasions my sister would test me by speaking to me in French out of random and wants to know if I mastered it like she did and would make fun of me for it. Not really a difference to me. It depends on how you were brought up into the language like i two languages were spoken through the entire years of your life non stop.

that I’m at a stigmatized form

ublic describe

my languages in English and French

Sometimes its like I would know what there saying but don’t know how to say it or emphasis it in a complete sentence. Even at time when I speak (but I don’t really notice it) people would say when I speak I have a slight french accent.

in regards to my personality?

Calm/Neutral, Comfortable/Playful, and Annoyed/Angry.

d my dialect.

very attitudes

pronounce something is different

Oh, I talk way better than her, she’s probably from a lower class,

Sure, there are few moments where I may talk like those in the stigmatized form but for the most part, I think my Hindi/Punjabi is decent enough to kind of be considered as the prestige form.

Hindi/Punjabi

I wouldn’t use English as much at home as I would when outside but I did tend to mix it in with my Hindi. In fact, I would, or rather do, tend to mix in Punjabi as well.

For example, something in Hindi would be pronounced with a more emphasis and more of an accent in Punjabi.

Growing up,

I explained to my student that I wanted to see improvements next time I administer the test on her.

Standard 4B

But since she was a very talkative adolescent, the SOLOM was the best method for me to assess her oral abilities.

. I had decided to assess my student using the “Student Oral Language Observation Matrix” (SOLOM) in order to assess her command of oral language.

had to meet and discuss the topic at length in order to agree with a common rubric that would assess what we are looking in the outcome of the essay

This assignment taught me a lot about collaborating together as a group member with other experienced teachers in order to establish solid expectations for what we want to see displayed in the student work.

The goal of the curriculum unit was to teach students about the historical impact of different immigrant communities on American soil over time

The final assessment consisted of writing a 2-3 page essay comparing and contrasting two selected immigrant groups (out of the three studied in class). The essay was a culminating activity that would test students’ overall comprehension of the content while also assessing their language proficiency through the use of their writing skills.

e role of Professional Development, Partnerships and Advocacy

But speaking to his aunt revealed the root of many of his academic problems. He was experiencing a severe case of homesickness because he was away from his parents, who were living in a war zone.

Kid Talk discussions

This workshop emphasized the role that educators play in ensuring that their student feel part of a community and can in turn contribute to that community through social representation.

Although quite necessary and very useful, assessments measure just a part of who our students are as individuals. In the future, I would like to create an ELLs Portfolio that contains the information found in this case study. All teachers would be able to access the information to better inform their instruction.

analyze a variety of assessments to get a wide picture of the student’s language abilities. Assessments include NYSESLAT, i-Ready, NYS ELA, Pearson, Social Studies MOSL, and field observation. The informal field observation is essential to the “wide picture” because it accounts for the student’s social language use. Unfortunately, I did not teach this student this past year. However, I will likely have them as an 8thgrader next year. I will use this data to work with the administrator in charge of programming to ensure this student ends up in the correct placement next year. We must wait for the NYSESLAT 2018 results before any final decisions can be made, though. I will use the updated data to inform my instruction as the 8thgrade ENL provider. For purposes of more in-depth reflection, I want to include the student’s progress the most recent NYSESLAT test in 2017. He scored perfect in the Speaking modality! This is consistent with previous projections and the number of years in the country (now four). This student has continued to grow academically and socially. He is the captain of his basketball team and a leader among his peers.

In this artifact,

Becoming proficient in English

In this artifact,

even if they score Commanding on the NYSESLAT!

are failing

This artifact shows that I understand that different state assessments technically assess different things:

This artifact shows that I understand that assessing ELLs IS an issue and that the data backs up that assertion.

This artifact references two videos of me teaching the small group of students. As I describe in the Commentary, I provide sufficient wait time, include all students in the discussion, and allow students to respond to one another without teacher interruption. Although the pace of the class seems slow and quiet, these students talked and participated more than they ever have in their full-group core classes. There was no behavior to manage partially because all students were engaged with the topic.

It addresses Standard 3B: Implementing and Managing Standards-Based ESL and Content Instruction.

This shows that I planned the instruction based on the students’ learning and social contexts.

The lesson also drew directly on the students’ experiences because either themselves or a family member was an immigrant. I knew this going in and was able to capitalize on that in my lesson plan. I also chose a level of language instruction that I knew was appropriate for my Expanding-level students. They are fluent English speakers, they just needed something specific to talk about (content) and a specific way to express it (language).

An in-depth analysis of the lesson plan sequence may be found in the artifact itself.

Not only is it possible, it works even better than giving students content with no language support or language instruction with no context.

It addresses Standard 3A: Planning for Standards-Based ESL and Content Instruction.

These students also struggle accessing the ELA content, so many of the examples we used came from the novel in the then-current ELA unit.

s Slides

I had visual cues for the instructions (talking to a partner, just listening, or writing notes). I also created a graphic that I put on almost every slide, which I was able to refer to over and over again during the lesson.

For example, I wanted students to discuss the ideas in the photos before I presented the corresponding language, so I made the pictures appear before the words.

I am even more hopeful about the future of language policy in the U.S. I hope to look back in 20 or even 10 years and see how the issues this artifact raises are addressed.

I learned that language policy is a process that does not change overnight.

It introduces the regulation, looks at the positives and negatives, and provides recommendations for future language policy.

This artifact shows that I demonstrate the complexities of TESOL research and policy.

This more personalized instrument met that need and making it made me think about how it is my job to bridge the gap between a students proficiency and the social and academic language they are required to use to be at grade-level.

I did have the opportunity to do this on parent teacher night but not all parents were there.

english

could look at how they are doing in regard to their proficiency level.

My mentor teacher suggested that I create a separate form of evaluation for my students.

In class we discussed the different ways we could show progress and assessment for ENL students

Standard 4A

enhance language instruction

While my paper on open educational resources did open up some technological tools to enhance language and content issues, I believe it is still very much a developing field and very much lagging behind the actual pace of technological advancement.

I felt that the materials were challenging but that we scaffolded them and provided supports — especially vocabulary supports — that made them more linguistically accessible and supportive of student learning.

e; placed alongside it’s quality, which was varying but in general not high; and the total lack of accessible resources that organized this material for potential use in ENL classes.

wide range of print and resources including ESL curricula, AV materials, webquests, podcasts and other forms of multimedia” as well as other internet resources

I used recasting, first by asking the question (or giving the statement) in a different way, and then restating what they said using the academic vocabulary.

howing an awareness of theories of second language acquisition and findings based upon what we read in class about recasting and vocabulary learning as literacy learning

In order to make this activity more useful,

classes at Lehman, I did not consider recasting as a method of teaching so consciously.

by having students share their brochures and solve each other’s math problems, students could be assessed across intellectual and social development.

having an earth science teacher to bring additional techniques to inform classroom instruction

Classroom-based assessment

All of these changes have required me to learn specific methodologies and practices in order to provide the support my students need to succeed and all of them are rooted in political decisions and progressive changes through history.

Scandinavians have long been a privileged immigrant group, both in laws that favored and eased their immigration, and culturally, finding it easier to assimilate into Anglo society.

I also saw how the practices inside a classroom are very much driven by the legal decisions and research that happen outside it.

I reflected both on how far the laws have come since my grandfather came from Norway and received a “certification” in English from an English for adults program in his local high school and the history of laws that both helped and hindered Mexicans who moved to the United States. One of the fundamental differences in two groups was in transportation. My grandfather came here to stay as an adult. My research on Mexicans showed that many students in New York schools came to the US as children and frequently went back and forth. Fortunately, today the law classifies them as SIFE  (students with interrupted formal education), and attempts to provide them with additional resources.

primarily the struggles for Civil Rights for a variety of disenfranchised groups and the cultural changes surrounding the women’s liberation.

to show how World War II affected the United States domestically.

. I collaborated

professional development

On the other hand, by visiting the library and learning about its programs, I made contacts in the larger community that allowed me to support students’ learning and well-being.

My research for ESC 502 made me more aware of the unfairness of this fact than I otherwise would have been.

My research paper for ESC 502 allowed me to learn about the extreme disparity between access to libraries and their resources as a comparison between different school districts

ESC 502

parents advocate for their child/ren, and how administration delegate teachers to this particular population of students

he artifacts have demonstrated that I have met the standard in that they all promotes professional development in my ENL pedagogical career.

All three artifacts demonstrate how I have taken advantage of professional growth opportunities, and demonstrate the ability to build partnerships with colleagues and students’ families, serve as community resources, and advocate for ELLs. For example, in artifact 1, the goal of the PD was to promote understanding of the characteristics of effective literacy instruction for ELLs’, while artifact 2 was A Parents Guide to ENL; What is ENL, Why their child/ren is part of the program, and the benefits and resources available to them and their children. The artifacts have demonstrated that I have met the standard in that they all promotes professional development in my ENL pedagogical career.

the third artifact

it is too soon to say if the artifact has or will impact student learning.

Content and Language Objectives

These specific grids aides in helping us to evaluate and ensure the continuous intellectual, social and physical development of each learner.

ESC 766

portfolios

Rubrics provide an efficient and effective way to provide formative assessment to  students to promote their learning and achievement

For example, my Informational Rubric was broken down by standards that students should be able to do by the end of the assignment. They were written in a child friendly way so that students can look over the rubric with an adult and understand what the assignment expected of them. The science rubric was specific to a task that was assigned. Rubric was categorized: Exceeds Expectations, Student made appropriate predictions about each object. Students were able to write what actually happened by including specific details. Their writing was focused and organized.  Most words are spelled correctly. Capitalization and punctuation were used correctly. Meets expectations, Approaching expectations, Far below expectations

Rubrics were used to grade the work accordingly.

are familiar

Candidates

The artifacts I decided to use for this standard was a Math Rubric, Science Rubric and Reading Rubric I designed for my ELLS in First Grade.

Whereas, this artifact serves as a guide on how I can cater to all the needs of my students in order to prepare them for college and career.

to use a variety of standards-based language proficiency instrument to show language growth and to inform my instruction.

if I

ESC 727

I have observed that, children learn from each other and if we isolate them because of their needs, this is going to set them back even further. 

If they are treated equal then this means that their special needs will never get targeted.

Children need to be treated fair and by this, I do not mean equal.

differentiated instructions in the needed subjects that will allow the child to feel motivated and challenged as opposed to discouraged.

different instructional strategies need to be adopted in the classrooms in order to be able to meet each of the students individualized needs

Hunter College

During this time we plan to review videos of where “rigorous” questioning and task is implemented. Also, we will have the opportunity to analyze tasks in order to develop linguistic demands for our learners.

This was developed to show the students academic progress.

The Action Plan and Progress Report I included as my artifact shows the relationship with my parents.

This artifact

Professional development is not effective unless it causes teachers to improve their instruction or causes administrators to become better school leaders.

Every grade had a class of ELLS. I had the bulk of the ELLS on the first grade team. I worked closely with my colleagues to plan lessons with language proficiency modifications for ELLS on the grade.

The artifact

Moreover, institutions that promote cultural diversity and allow immigrant children to express their cultural identity by practicing culturally responsive teaching can best nurture the academic growth of their ELLs.

I selected this particular topic to research because I was incredibly intrigued by the process of assimilation because it is a common experience that immigrant communities in America go through the longer they spend time in this country. Furthermore I wanted to learn more about a similar yet different process called acculturation. I can state with satisfaction that I discovered many interesting from my research which confirmed my own experiences being a teacher of adolescent ELLs. I realized the importance of such factors such as age, family background, parental education attainment and socioeconomic status of ELLs that determine how well or not these ELLs can adjust to life in a new country. The research revealed that the younger the age of the ELL student in school, the more likely that child will be able to assimilate into a new educational setting in a foreign land. However, the older the age of the ELL student, such as the case with adolescents, the more difficult it will be to assimilate into an English-only atmosphere at school.

Seeing that I teach ELA and ENL, this artifact is a good segue way into helping me to differentiate between how I teach ELA content and language to the students, and what skills they need in order to be successful on both the NYSESLAT and ELA exams.

t I was able to adjust my teaching, and teach according to the test

The artifact contributed to my professional understanding by giving me a first-hand look at the issues, accountability, accommodation, and biases of assessments for ELLs.

ESC 761

My focus was on phonics, phonemic awareness, vocabulary, comprehension, and fluency. I recognize the importance of each component to make English Language Learners successful.

Powerpoint ERica and Allison 3

Standard 4A

The artifact I decided to use for this standard is a Curriculum Unit Presentation for 766- Teaching ESL Through Content Areas.

incorporating more parent and community involvement in my classroom

Every week we meet to fill out the lesson grid for the following week and also take notes in our “Comments for next year” box as a way to reflect on how the lessons went

I had many students come up to me telling me they called their aunt and had a great conversation or reached out to a cousin to ask about a family tradition.

This series has been a great space for me to ask questions and share best practices with teachers from all different burroughs.

I have been lucky to learn so much from professional developments and partnerships with incredible people who truly listen when I advocate for the ELLs.

The Co-Teaching Cycle.”

“Hull – 7th Grade Meeting Notes”

“Hull – Resume 2018,”

The planning and collaboration that has been established with the ENL teacher led to explicit and purposeful planning for English Language Learners.

a huge difference in student’s outcome.

I also translate a letter for parents informing them of the reading unit we are currently working on and ways to help their child at home

Therefore, every month I create a newsletter which informs parents of events in the classroom, and school community

It is important that we build partnerships with colleagues to better educate our ELLs

ESC 609

It continues until all instruction is in English.

This led me to think about the challenges my students face in the classroom, especially an ESL classroom.

I was able to understand the impact of legislation in my classroom and the school’s community.

this checklist

This ensures that students must use academic language in their writing. The second requirement is that the evidence must be a literary element (characterization, conflict, imagery). This means that students are being held accountable for being able to identify these concepts in the text.

it combines both content and language into one self assessment tool.

working

available in the   of my entering students

 I also provide individual feedback for what they can do to increase their understanding of the content.

By providing these two artifacts separately to the class, it allows the students to differentiate between the expectations for both content and language acquisition, as well as compartmentalize the two concepts so that they can both be built upon with clear expectations.

For standard 4C, I have attached 2 artifacts which demonstrate my ability to assess content separately from language acquisition in an effective manner.

 This artifact clearly shows that I am actively involved in growing professionally and building partnerships with colleagues.  I also advocate for the ELL students by sharing my own successes with the rest of my school.  I received a highly effective rating for the professional development area of the Danielson Rubric.

Letting students generate their own ideas and use these vocabulary words in their own unique ways leads to them, instead of the teacher, doing most of the work.

portfolio”

In addition, the creation and usage of this artifact has demonstrated how important it is to give students a convenient opportunity to go back and review words they had previously learned.

They demonstrate that I have met this standard because they serve as performance-based assessment tools that help students produce their own thoughts and ideas using the target-vocabulary words.