Standard 4.b:

Arguably, the most important result of this is that I am now able to explicitly recognize student growth in certain areas as opposed to just claiming that improvement has taken place.

standards-based” instruction.

However, reviewing these artifacts has made me aware of the personal and professional growth that I have experienced over the past two years

This artifact is one example of the steps I have taken in order to improve in this regard.

overlooked

I have learned that parental awareness and involvement are key variables that lead to academic success for our students.

my students develop in the area they need most – speaking.

This artifact not only illustrates my desire to reach my full potential as an educator, but also demonstrates my willingness to seek out opportunities to grow in the areas in which I lack a solid foundation.

or

Since she was a member of the parent teacher association, she also mentioned and thanked me for always coming up with ideas to help our students and the school to be a better place for her daughter on all the other kids.

Also, I take notes about parents’ expectations for the next marking periods, as well as behavior.

Student Led Conferences are the new parent teacher conference where the student explains everything they have done to earn their grades and how they are behaving in school

MY resumé highlights my teaching experiences, my education, my certifications, my qualifications and my professional affiliations

Everything about the U.S is political and having too many smart people is something that can cause them a real problem because when people are smart and educated, they question, and the U.S does not like to be questioned.

We share borders with Canada, a country where English and French are spoken, and this does not seem like a problem to them. The Prime Minister address the nation in eloquently both languages and it is not view as an issue.

English must be stronger in the classroom than the native language of any bilingual student. This is the approach that help us understand more the Anzaldúa’s case because being bilingual was a problem for her.

I believe these artifacts stay current with strategies and methodologies in the field of second language teaching.

ESC 759 with Prof. Arpacik

I did for ESC 760 with Prof. Schmitt about the concept of “Multi-competence”

Standard 5.a

my collaborative teaching model is to offer more enriching activities for my (admittedly few) gifted students

By offering a translation of the letter into Spanish

is attending writing and literacy workshops that provide me with innovative techniques to use in the classroom.

For me, this experience was invaluable.

I feel that this class and this paper gave me the confidence that I could be a competent teacher with research-backed opinions and rationales my instruction.

There is something to be said for entirely online research seminars, especially during the summer. The online style allows each learner to move at his or her own relative pace

this paper was a turning point for me. No matter the reason, this class and this paper helped me take a cloud of knowledge and turn it into crystalized intelligence.

I enjoy researching bilingual and ENL education

to maintain a linguistic and cultural homogeneity

Overall, completing this artifact impacted my students to an extent.

s, plan culturally relevant lessons, and most importantly, advocate and enlighten these students about the systems in place to help them as ENL students, and parents of ENL students.

teach both language and content. 

, I now understand how important it is to do all that can be done to create a multicultural and multilingual environment in which students feel comfortable expressing themselves.

This artifact demonstrates my knowledge and understanding of the internal and external factors that contribute to the social and academic difficulties experienced by a wide range of ELLs throughout the United States.

I have found that this has made my classroom much more inclusive and gone a long way to support my entering and emerging students be able to access the curriculum.

french

or

it I describe and analyze several different bilingual strategies that are proven to be effective through respected research studies.

Having said that, the field of education is always evolving and by looking deeper into these issues, it has become apparent how necessary it is to keep up to date on these topics in order to design the most effective instruction possible for ELL students.

By keeping up to date with new developments, I have been able to find solid methods which have worked for my specific demographics while simultaneously developing my own practices along these lines

learning practices.

One point I mention is the theory of the “model minority” and how Asian American academic achievement is directly related to their cultural beliefs on education.

discussion of the burgeoning research on the connection between culture and academic success

I use a classroom assessment that is whole-class, ELLs and native speakers alike.

but perhaps I can have different rubrics for different learning styles.

Since utilizing this strategy in my everyday teaching, I have noticed a greater level of depth in my student’s responses, even from Entering/Emerging ELLs.

STANDARD 4.a

I gained incredible insight into the troubled history of assessing language attainment, and I have used this information to instruct my teaching practice.

Plickers

By allowing students to educate themselves, I am demonstrating my proficiency at using a variety of resources  to obtain materials that promote language, literacy, and content development in English and, when possible, the students’ home languages.

This artifact demonstrates my skill in assisting students in learning how to use technological resources for their own academic purposes. I find it necessary to use visuals and technology-based components in my lessons because my ELLs are very interested in social media. By acknowledging their technological savvy, I am able to teach them in a more productive way.

The aforementioned demonstrates my capacity for creating and using an assessment that provided students an opportunity to practice assessing themselves.

This artifact encompasses four different assessments (a rubric, oral presentation, visuals and a written assessment) to capture content knowledge and language proficiency that embodies standard 4.c.

The rubric was used as a formal assessment for a unit project, whereby students were asked to design a monument for a world leader of their choice. Also, part of the assignment was for students to write a paragraph explaining why they chose that particular leader and what their monument symbolizes. Prior to starting the project, students as part of the “Do Now” were asked to define the word “rubric”. This informal assessment guided my instruction revealing that some students were familiar with the word, and that teachers use rubrics to grade them. However, many did not understand that rubrics are used to help students know what is expected of them and as a means for self-assessment.

Standard 4.c Reflection

Also, the validity and reliability of scores for ELLs on widely used assessments is questionable. There are flaws in the validity of any test which fails to test, what it is designed to test. Because of linguistic biases and inadequate testing accommodations, there is no real way to assess content area knowledge when a test is administered in English and when ELLs do not possess the English language skills necessary to grasp what the test is requiring of them. A test given in English is nothing more than a language proficiency exam to an ELL and does not measure knowledge of (subject area) content

4.a Reflection

In essence, what you have is an underserved population that is systematically denied access to the test content necessary to have a chance at performing well on those assessments.

It is my understanding that standardized assessments were developed with native English speakers in mind and not to assess ELLs.

Nevertheless, this student did successfully graduate from high school that year, passing the ELA and US History regent exams, which is an accomplishment that I hope I played a small role in making happen.

Making academic language visible in the classroom and providing students with sentence starters made a difference.

In my assessment, I suggested exploring online audio recording and dictation exercises to track this student’s listening, speaking and reading fluency progress to allow the student the opportunity to record and hear herself. Doing so would have enabled the student to reflect on her progress and providing a source of intrinsic motivation. Another recommendation was twenty minutes of daily independent reading to generate interest in reading and to increase literacy skills. In an effort to help this student and others like her with their writing, I tried to incorporate use of academic language throughout each lesson starting with the “do now” and ending with the exit ticket

he overarching goal for employing all of the aforementioned assessments was to guide my pedagogical practice to further language development and promote literacy for the student in this child study.

Standard 4.b

I’m not sure what I would try differently next time. I feel as if the lesson went better than planned

a hands on activity

For example: The brown bear, The freckled puppy, The happy pig, ran through the house, slept under the table, fell into the river. I wanted them to notice the examples that were given to them and use them as examples of what a subject and predicate are.

In the past month I noticed that the majority of my students were writing simple boring sentences

This artifact allowed me to use a wide range of standards-based materials, resources and technology. The materials I selected were hands on, age appropriate and challenging.

The listening and speaking portion of the exam evaluates how much information students are able to comprehend in passages when read aloud.  Students must understand what they hear and also make inferences to answer questions. The reading and writing sections require students to process informational texts and analyze the text in order to answer questions and write a well-developed response. The test adequately measures the different levels of academic standing for ELLs based on gradual classifications of language development.

Having tested students on the NYSESLAT, I recalled how I had to deliver the exam to students when writing my paper. It was a very interesting process. I was given a list of ELLs in my school and I then had to find them as they were attending class in order to conduct the speaking part of the exam. The NYSESLAT itself is divided into four parts and is administered as such.  There is a speaking, listening, reading and writing part.

A student’s score on the NYSESLAT is critical for determining where they should be classified as new learners of the English language. There are five categories for ELLs: entering, emerging, transitioning, expanding, and commanding. A student’s results on the NYSESLAT can also determine what kind of academic differentiation and scaffolds he or she may need inside the classroom to help with language acquisition.

ESC 761

This quickwrite offers a rapid informal assessment that permits me to see if students understood the concept or not. When introducing a new concept or word, such as lead, I alway have a slide that explains what it is. I then presented students a visual contrast between clean water and dirty water that contains lead in order for them to understand why lead in drinking water is a major problem for people. Finally, I help students prepare the article they are about to read by pre-teaching the topic and issue of the text before independent work. I also show them a video of the young 11-year girl scientist that they are going to read about. By providing students these visuals that include audio and video, students can better grasp the content as well as acquire the target language with greater success.

In my PowerPoint, whenever there is a new word or content being taught, that vocabulary word or phrase is always bolded in red color. This reason it is in red is because I want it to catch students’ attention and stand out in contrast to the normal black lettering or any other color. Furthermore, blue color usually refers to a review from yesterday.

My artifact begins with a motivational video that is shown to students which they will write for ten minutes answering the three guided questions. Students are provided sentence starters which will help them response to the questions and are required to write between 40-100 words in order to receive full credit. Students truly enjoy Motivational Mondays as a way to start their week and are often engaged with the writing process for the entire ten minutes. The PowerPoint slides will also have translations of the language content being taught in both Spanish and Arabic. These two languages are the main languages spoken by the majority of the ELLs in my classes. However, I do also make translations available in Vietnamese and Bangla which are printed out and given to the students who need them as guided notes.

vocabulary. My process for teaching vocabulary is to have the students use the vocabulary word in a sentence to show comprehension of the vocabulary.

how it should be taught.

The part of the standard that the artifact addresses is creating resources effectively in ESL and content instruction that are challenging, interesting, motivating, linguistically accessible and age appropriate, and supportive of student learning.”

ESC 725

Overall, I have learned that less is more sometimes

Baring in mind what I know about all four students, I first focused on what they all had in common, and what would be the most effective instructional strategy to aid in all students meeting the language and content objective. For these particular students, it was important that I provided them with visuals, sentence stems, and translation in their home language for difficult vocabulary words. The summative assessment was for the students to use “sensory language to write a poem about the community that they were from.” In lesson sequence one and two, the students were introduced to sensory language, and examples of sensory language. Also, the students were introduced to a poem, and had to locate sensory language in the poem. For the summative assessment, all students were provided with a sensory language word list to choose from, when they were writing their poems.  Also, I had the students working in pairs, and discussing their answers with each other. I thought that having the students work together in pairs would give them a chance to share their ideas with each other, and to practice using the language.

As an ENL teacher, we have to cater to a diverse population of students. In that, as we plan our lessons, we need to take into consideration our students diverse cultural background, diverse linguistic needs, while at the same, ensuring that the students meet the language and content objective of the lesson.  In this particular lesson study, I taught four students. Two were of hispanic background, and the other two were of Yemeni background. All four students were unique in where they were with the L2. For instance, student A was born in the United States to Spanish speaking parents, and is considered a long term ELL due to the fact that she has not tested out on the NYSESLAT even though she was born in the United States. On the other hand, Student B was born in another country, and has been in the country for three years and has tested out on the NYSESLAT, but is considered SIFE. Lastly, the two Yemeni students have been in the United States 1-2 years respectively and are both emerging ELLs. For this particular lesson sequence, I did not get the opportunity to work with another content teacher, as I am the students ELA teacher. In that, I selected three lessons from my school’s ELA curriculum to teach my students, and then I incorporated the language objective into the lesson in order to meet the ENL.

Standard 3.a

In short, I feel this lesson is indicative of a culturally and age appropriate lesson that challenges and motivates students regardless of learning styles.

The assessment in this lesson was designed to give reading and writing learners a chance to demonstrate what they know. As I reflect on this artifact, one change that could have made this lesson better would have been to include an activity for auditory learners to recite and practice out loud the steps they took to create basic sentences using technology, such as a Smartboard

To give context, in my tutoring mini-lesson, students were asked to determine if a group of words met the requirements of a basic sentence by performing the Yes-No question test. In an effort to support student learning and make the material linguistically accessible for this lesson, the play “Fences” by August Wilson was employed because students were already familiar with the characters and key vocabulary words from the unit. Having this background knowledge made learning accessible for all students regardless of language proficiency and learning styles.

could possibly create different versions of this rubric that are geared towards the other proficiency level

I believe I could improve my ability this student-facing rubric by possibly creating differentiated versions of this rubric

These additions helped to many students (particularly the transitioning students) make their writing move up a proficiency level.

english

This artifact meets the requirements of standard 4B “Language Proficiency Assessment” because it demonstrates an instrument I created to measure students language skills and content master

What I overlooked is that my students did not know what native americans are so it was difficult for them to understand the videos and facts I was giving them. Basically they needed background knowledge to the background knowledge I was teaching them.

. My rationale i

This artifact meets the requirements of standard 4A “Issues of Assessment for English Language Learners” because it demonstrates my awareness of the biases found in both the NYSESLAT and Regents exams. In my classes I try and address this issue in 2 ways: 1) by giving my students ample background knowledge before they read a text and 2) choosing texts and topics that capitalize on the background knowledge they already have.

I used a multimedia presentation with a missing person’s poster as a fun way to frame the activity but also as a way to communicate our objective and reinforce the idea that we must always use evidence from a text to support our claims.

If I were to do this lesson again I would structure as a jigsaw activity rather than each group getting all 4 clues. This means that each group would get one clue to become experts on and write a report on that clue. Then, students would switch into mixed four person groups consisting of  an “expert” on each different clue. I think that this change would facilitate a stronger discussion within the groups because each person would have a responsibility to share about their clue. This would help to activate the verbal modal learning within this lesson.

Using effective verbal, nonverbal and media communication techniques” because the manipulatives I created are designed to increase engagement and also support students reading comprehension because of the visual shape of the manipulatives.

I err on the side of less-is-more when it comes to a final assessment because I want to see what my students are capable of without scaffolds. I believe this is the best way to assess language. Therefore, I argued against including sentence stems in the “Your Perspective” box on the final assessment. If our main aim is to assess our students’ language, then the final assessment should include almost no scaffolding in the form of cloze paragraphs or sentence stems. I want to see what my students are capable of with clear directions and blank lines. My classmate argued that this was unfair. In removing all scaffolds for the Transitioning level students, we were going too far from the scaffolds we had given them earlier in the unit. While I thought it would be most authentic with minimal intervention on our part, she argued for targeted intervention that would enable our lowest students to create a quality paragraph. We kept the scaffold for the lower students and removed it for the higher level, Expanding and Commanding, students. I see the merit in her argument. I agree with her on a lot of levels. However, I still feel that the most authentic test of a students’ written language is an assignment with clear directions and blank lines. In my eyes, the purpose of a final assessment is to see what my students can do without the training wheels. There are scaffolds that I would not remove because they interfere with my students’ understanding of the assignment. That is to say, I would not remove the home language translation of the directions and labels on the worksheet. But if this were my final assessment and only my final assessment, I would not include the cloze paragraph. All of that said, I believe this assessment is fair.

We worked well together and mostly agreed on our essential questions and enduring understandings, but came to something of a disagreement with the final task. This disagreement stemmed from our belief of what a true language objective is, and we had a conversation that began during our class and lasted well into our partially shared commute home. Our debate manifested itself in the amount of scaffolding we would provide in the authentic assessment.

attempt

Teaching English through Content. For this class, we were tasked with creating a ten-lesson mini-unit that for the sole purpose of demonstrating that we are capable of creating an authentic assessment that measures a student’s grasp of both language and content.

ESC 727 Artifact

In 2016, Jennifer nearly scored Transitioning. In 2017, she scored at the lower end of Expanding. Once this is understood, her growth makes more sense. It is almost a certainty that Jennifer will score Expanding again in 2018 with a significant rise in writing and reading, as those were the primary areas of focus this year. After reading this case study, revisiting her data, and nearing the end of my second year of teaching, I realize that a greater emphasis needs to be placed on listening. That will be my goal for next year.

First, as a cathartic exercise, I will identify and correct the inaccuracies in the original paper: (1) I incorrectly identified the number of students at my school as 300 when, in fact, the correct number was 361; (2) I incorrectly assumed an eighth grade student with the same surname was her sister; (3) I read a Lexile report wrong and reported that Jennifer’s Lexile level was 700 when it was 560. If I were to write the same paper today, these are mistakes that I would not make, but as a first-year teacher, I was trying to keep my head above water and understand so much that I was bound to make assumptions and misread reports. Most interesting for me was the process of comparing my predictions about Jennifer’s scores on the 2017 NYSESLAT with how she actually performed. I had predicted that Jennifer could grow from Emerging to Transitioning with a coordinated effort on behalf of all of her sixth-grade teachers; in fact, she shot all the way to Expanding. To be truthful, I was shocked to see her score at this level. I did not feel that the sixth-grade team was as coordinated in ELL instruction as it could and should have been last year, but it appeared Jennifer managed to defy the odds. As noted in the paper, she struggled most with writing on the 2016 NYSESLAT. This held constant on the 2017 NYSESLAT; her score rose from 00 to 04. The writing sample attached in the artifact exhibits Jennifer’s struggles with writing early in sixth grade. She was hardly aware of sentence boundaries, so for her to score 04 was an accomplishment, but this small rise in writing still did not explain her growth.

case study that I wrote about a sixth grade English Language Learner (ELL)

This is an important point and it touches on the bias of standardized tests like the New York State ELA exam. A student who grew up in the United States has the background knowledge necessary to adequately decipher a complex, grade-level text about the United States Civil War. An ELL who moves to the United States from the Dominican Republic in fifth grade does not have this same background knowledge. This creates bias in the test. Generally, standardized tests are geared toward English speaking American educated children. I missed this point in my paper because I was focused on the stamina it takes for an ELL to get through the months of April and May. This is still a valid point. The sheer amount of tests that my ELLs take would intimidate and most likely break the spirit of most adults. The NYSESLAT is an extra burden that takes place before, during and after the ELA exam, Math exam, MOSL exams for science and social studies, and end of the year assessments. We need data on our students, but is this the best way to do it? I cannot honestly say that I have thought of an alternative. All I know is that it certainly does not feel right, or fair, or even accurate to test language acquisition amid this onslaught of other exams. The best I can do is prepare my ELLs as much as possible in the time that I have. Unfortunately, my time this year is up.

Standard 4A:

There are certain aspects of the paper that expose my inexperience at the time of my writing it. Through graduate school and professional developments, I learned new information that disputes particular points that I made

Starting in September, my prep course focused primarily on sentence complexity. However, I hardly focused on transition words or citing text evidence.

Hull

Standard 4A

I was also able to develop formative assessments throughout the year which helped to identify the areas that specific students needed help on along the way.

combat this issue.

I wrote

Those students who are more advanced, wrote their fables including as many descriptive details as possible. The rubric allowed students and the teacher to monitor progress and provide effective feedback to students.

This allowed students to monitor their own writing and give each other feedback. It allowed me to progress their growth and plan differentiated instruction accordingly.

Both assessments allowed me to adapt classroom tests and tasks for the varying stages of my student’s English language and literacy development.

a Standard 4C

The hands-on nature of the activities and the real-world application of the skills students learn in this unit make it appealing and accessible to students of all stripes.

This unit exemplifies my ability to create tasks that incorporate multiple forms of media to accommodate different learners.

I ended up with a unit that mixes technology with resource-rich materials and activities.

I was at first reluctant because our school has no computer science program, slow internet speeds, and limited technology, so I knew that I would have to get creative and build it from the ground up. At the time, I was also working on my edTPA, a very stressful process. The combination of these factors caused me to push the creation of this unit to the back of my mind until recently. As part of the process of getting computer science into a school, one teacher is paired with a Computer Science Program Manager. With some support from my program manager, I was pushed to create a computer science unit that focuses on two main concepts: abstraction and prototyping. I learned that these two concepts are fundamental to the creation of all computer science projects from a professional development and I knew, even with my school’s limited access to technology, we could pull something off with these ideas. Still, I was unsure of how I would get this done.

Creating this unit forced me to think from an entirely new perspective.

Furthermore, I adapted this hands on concept and applied it to other content areas in my classroom, such as guided reading and phonics.

hands on activities

Some of the phrases for the subject were “a little girl” “the nice boy” “the brown bear” “a freckled puppy” “Her father”. Some of the phrases for the predicate were “jumped across the room” “slept under the table” “ran through the house” “ate an apple” “climbed the rock” “went to the movies” “fell into the river.”

This artifact allowed me to use a wide range of standards-based materials, resources and technologies to then adapt them to my linguistically diverse students. The materials I selected were challenging, appropriate, motivating, age appropriate and supportive of student learning.

These assessments allowed me to measure students writing levels and academic language

4B Rivera

I am familiar with national and state requirements for classification of ELLS

For this artifact, I chose my final paper for class ESC 760- Second

This has been a major contribution to my growth as an educator.

This assessment would typically be given after discussing a text or the content in which a conversation is taking place

this is the only way to be sure that the data they provide is both meaningful and reliabl

he goal of this would be twofold.  It would be a more effective way for them to learn content at the same time as they continue to acquire English.

Studying this topic, and how views toward it have developed over time, has given me a better understanding of how important it is for students to continue to develop in their native languages while simultaneously learning English.

to alter my practice in ways that I think will be more beneficial to my students. 

The writing of this paper, coupled with the fact that I have adopted this theory in my own classroom, demonstrates my ability to “apply theories and research in second language acquisition and development to support ELLs’ social and academic English language and literacy learning.”

Standard 3.c

it is imperative that students be exposed to more than that throughout their quest to acquire the English language.

By using music as a resource, and by using a technological application with which my students are familiar, I was able to adapt my lesson in order to meet their needs.

.  The creation of this artifact illustrates my ability to use “a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching.”

The first was how powerful a tool music can be in an effort to teach language

make sure in any way possible that a student learns what is being taught

hey will be able to compare and contrast with the content learned in class with their community at home.

to plan standards-based content instruction for ELLs

Standard 3.c

Also, writing a simple sentence and reading it aloud for pronunciation truly help them in the process of acquiring the language. I made sure to provide them with feedback throughout the lesson to reinforce their abilities to create meaning by themselves.

print and non-print resources, as well as interactive activities and multimedia

.c. because it challenges the student abilities, it is culturally appropriate, interesting, motivating and it support the student learning process.

She spoke to her teacher about this and they suggested her to keep doing it but to gradually stop reading the lyrics to see if she could understand on her own.

watching television and listening to music

An approach some of the students thought it was beneficial for their learning was the Direct Method Approach. This approach consists in using the target language instead of the learners’ native language. Some student mentioned that if they were always talking in Spanish, they will not be able to learn the language. Also, they believed that language immersion is the best way to fully acquired a new language.

They remember they learned a lot of vocabulary using cognates. It was very easy for them to recognize the words in English when they could identify them with the Spanish ones.

the strategie

what they did

ESC 769

They do not show the student’s full potential because they students feel overwhelm on how long these exams are, and some of them fell anxious and just tune out. Some students know that they do not need the NYSESLAT to graduate and they put no effort on it.

The students use tier 3 and 4 words to develop a more complex writing piece. The criteria for the ELA Regents exam required depths of analysis where the writing conveys complex ideas and information.

I believe

Artifact 1

The different levels of the rubric identify the aspects of effective discussions and touch on many of the skills that are needed for students to meet the national and state requirements to progress though the language support program that they are a part of.

The students are able to not only clearly see how they are performing at the task, but also can self assess themselves throughout the process.

This artifact

videos

It also demonstrates my ability to arrange these resources in such a manner that students are able to build on ideas, access important information, and use it in an academic discussion which allows me to clearly assess the skills used throughout the session.

wide variety of resources

Thinking about what specific tools they need such as the sociolinguistic rules of English helps me plan out what aspects of the English language that I choose to focus on,

Are students learning a language or academic purposes, work, or in order to communicate socially?

language

when designing a course syllabus for second language learners there needs to be consideration and implementation of communicative competence aspects within the lesson and instruction that can foster positive connections of language learning which then can be internalized by students- and not just memorized through repetition.

Developing a base of instruction to learn basic language is VERY important but communicative competence added into the curriculum would drive home these skills learned so that language class is effective in reading, writing, LISTENING AND SPEAKING.

their level of success in that as determined through social interactions with others

exposure to many nuances of communication.

The integration of units based on sociolinguistic and strategic competence seem much more complicated but equally as necessary as according to this breakdown

understanding communication

Socio-linguistics

the ability to understand and use language effectively in social and professional environments

Role playing, problem solving and providing the use of Realia (using real items found in everyday life) as a tool to promote conversations.

authentic

communicate

communicate

We also do turn and talks while teaching the mini lesson, this means that the students as opposed to raising their hands and answering the question, they would talk to their partner and then share with the class.

conversations

express your ideas

Allowing a student to practice and develop their language use in these alternative contexts accompanied with direct reflection and classroom practice seems to me, to be a potentially effective way to develop communicative competence

Focusing on communicative competence requires that the teacher designing the curriculum prioritizes context as much the mechanics of the language

A course such as this would assess the students for their competency in communication and less on grammar and sentence structure focusing more on assimilative bilingualism and less on academics.

be aware of if they are communicating effectively with someone and be able to adjust to compensate for the breakdown in communication.

common understanding of communicative competence by having students explain the four elements of linguistic competence,

Teacher: That’s true, but is that the way we say it? No many?

students

I believe this was due to the main activity of the class being a read aloud

It seems to me that the explicit feedback method was most effectively used to elicit student generated repair responses.

licitation correction yielded the highest percentage of student generated repair responses.

repetition also contributed to student-generated responses and made students practice their meta-cognitive skills

Metalinguistic feedback.

Brett Mueller