Elicitation feedback was also very effective for various reasons. Ms. Fowler allowed newcomers to participate in their native language of Spanish because she wanted to hear from everyone and make everyone’s thoughts feel valued

Elicitation feedback technique, nevertheless metalinguistic was also used and produced more than half of student self-corrected response

Elicitation method

Student responding to a question based on an image about an illustration of children playing a soccer game match:

had a lost face

clarification and repetition

three ESL students

Repetition.

4

bout 6 years now

In my opinion socialization is defiantly a great way to learn a language, especially when you aren’t given a lot of support at school or at home.

, but for the most part he didn’t receive support in school with English.

and try to imitate what they were saying when they were answering questions in class. Frank also told me that watching cartoons in English were a huge help to his English language learning

Niove confirmed all of this for me since she has known Frank for the past four years. Besides academics Frank would also throw himself into situations where he was” forced to speak English.”

he arrived

By being bullied, this motivated her more to learn English and focus on her speaking, reading and writing.

she is 18 years old.

w regrets that she cannot read and write it anymore. Lizzy says that her speaking and listening is strong, but she struggles still in reading and writing. While her reading and writing are weak, this also may be due to factors outside of her language since she does have an IEP as well

She also noted that in the beginning of the fifth grade, she was undergoing a long silent period, mostly because she did not comprehend what was going on. In that time, she was observing the class around her. By the middle the of year, things started to make sense and by the end of the year, she was actively participating in class.

She laughed and said that she probably learned most of her English solely from watching cartoons.

Prior to learning English, her L1 was Korean, her L2, which was forgotten, was Portuguese, and her L3 was Spanish. She said that in Korean, the sentence structure is subject, object, word, while in English and Spanish, sentences follow a subject, verb, object order

They are confident, more motivated, take risks, which results in the willingness to learn and communicate with others

As educators it’s very important to consider student’s personality factors such as self-esteem, anxiety, inhibitions, motivations when teaching a second language.

While his scores in both modalities improved, his confidence in both areas is much lower than in his speaking and listening abilities.

e likes the informal setting and feels like it’s easier than school; it’s less pressure. Regarding the NYSESLAT, his improvement to Transitioning was on the back of his Listening and Speaking, but his reading and writing left room for improvement.

“p” for “b” (blease/please, bush/push) and “v” for “f” (fery/very, fideo/video) because “p” and “v” don’t exist in the Arabic alphabet.

activities and resources that helped him to learn the language similar to the previous students he identified music and learning lyrics as major factor that helped him, also, T.V shows and interestingly he pointed out that social media (face-book and twitter) helped him learn the language faster because what he read was “short and easy to read

She also noted that You-tube videos could be credited to her learning English, she enjoys watching tutorials and music videos with the lyrics so she can sing and learn the words. Another activity Mari recounted was the afterschool program her parents signed her up for; she enjoyed the art class and dance class she is a part of.

republic

I am not overtly conscious of myself when I speak.” the two fourth graders responded with either 5 or 4 because they were in an environment that they feel comfortable: close friends and majority of their classmates them were in the same classes prior years so they are not afraid to make mistake or be judged. The seventh grader who responded with a 1 (strongly disagree) because it makes her feel uncomfortable and upset.

And she replied that Nursing was more practical and realistic.

From her early days in American schools she seems to have viewed risk taking

states

Obviously I do not have any “favorite” students but if I did, Ruby would be one of them.

From my conversations with both my students it seems like repeated social interaction in english is a major key to acquiring the language. Being pushed outside their comfort zones, or speaking the language out of necessity to interact with students of different cultures is something that I think is an incredible phenomenon that happens at my school. Moving forward with my own teaching I plan to use grouping more effectively. From Hannah’s story in particular I think that in the long term, my students can benefit greatly from being pushed out of their comfort zones and force themselves to use english as a common ground to interact with their peers.

Option 1

the

republic

english

electronic flashcards.

This article gave a brief history of CALL and how it can be used with ELLs

Vocabulary Self-Collection Strategy plus technology).

traditional CALL and Integrative CALL.

benefits and challenges

lack of academic vocabulary

providing appropriate language support

As adults you can acquire an L2 but you wont be as fluent.

it argues on whether or not adult second language acquisition is as easy as a child’s primary language acquisition.

Another factor was different grade levels. There was one student who passed the exam the first time she took it, whereas, the other two students I interviewed passed the test after 2 and 5 times respectively.

Vygotsky scaffolds techniques

correlations of aptitude, attitude, motivation and language anxiety in relation to L2 acquisition

The article also has a model called the socio-educational model that was drawm by Gardner and and MacIntyre in which it demonstrates how affective factors play in a role in second language acquistion.

Gardner and Macintyre

Na, Z. (2007). A study of high school students’ English learning anxiety. The Asian EFL Journal, 9(3), 22-34.

If the students attitude towards the new language is negative, it will take a lot longer for that student to learn the new language,. however if the attitude is positive and authentic then it becomes an a quicker process,

Gardner and Mc Intyre

Carol Morgan, University of Durham, Attitude change and foreign language culture learning, 23 December 2008, volume 26, issue 2, April 1993, pp. 66-75

Josef Helebrandt and Lucia T. Varona, volume editors Edwart Zlotkovski , _series_editor, Construyenc19-Puentes (BuildingBridges) Concepts and Models for Service Learningin Spanish, pg.59-65

Krashen

The article also stated that the affective filter hypothesis was first purposed by Dudly and Burt back in 1977. Krashen later incorporated it into one of his 5 input hypothesis bak in 1985

South African

Bale, Jeffery,

South African school systems

translanguaging scholars question the existence of discrete languages, a concept that thus belies the existence of multilingualism. The author argues that political classifications of language “can and should be distinguished from the social and structural idealizations use to study linguistic diversity.”

Li, W,

potential strategies

This article is a study on the current state of education for students with limited or interrupted formal education (SLIFE).

A recurring observation is teachers did not feel properly equipped to approach teaching long term ELLs or students with interrupted education.

LLs with interrupted education

This article focuses on how cognates can be used to help develop Spanish speakers English Language.

they relied on one another (copying and translating), and created social networks with caring adults.

high school students

chapters

Available from ProQuest Dissertations & Theses Global.

Often ELLs are placed in monolingual instruction programs which are one of the least effective settings, by understanding the role of principals in this decision making, the research will help bridge the gap between language ideologies and ELL program selections.

the research found that Spanish speaking students were able to use their Romance language backgrounds to help assist them when deciphering vocabulary, but Chinese students were able to rely on their test-taking strategies.

Vygotskian

pecifically in a multilingual, ICT High School Science classroom

Canadian University.

Canadian High School

Article #1

Derderian, Ani & Wang, Penny. (2012). How Culture Affects on English Language Learners’ (ELL’s) Outcomes, with Chinese and Middle Eastern Immigrant Students.  International Journal of Business and Social Science. 3.

Article 6: TBD will add later today.

Posted on April 4, 2018April 4, 2018 by Drew PecuniaDrew.Pecunia Online Assignment #5 Articles 4-6 Article 4:   Oxford, R. L. (1997). Cooperative Learning, Collaborative Learning, and Interaction: Three Communicative Strands in the Language Classroom.The Modern Language Journal,81(4), 443-456. doi:10.1111/j.1540-4781.1997.tb05510.x   Cooperative Learning is highly structured group learning designed to enhance social development such as taking turns, actively listening, as well as, cognitive skill development.  Individuals are held accountable for their work through specific roles and individual grades, as well as group grades. The teacher is the facilitator. Cooperative Learning is more effective than individualistic learning at promoting intrinsic motivation, higher order thinking, and task achievement.  It also increases self-esteem, time on task, improves social interaction and lowers anxiety.   Collaborative Learning has a varying degree of structure and acculturates learners into knowledge communities.  The teacher provides assistance and guidance as the student engages with advanced peers or the teacher. The Zone of proximal development is used.  The emphasis is on the learning process rather than task completion.   Interaction has a varying degree of structure and enables the learner to meaningfully engage with others.  Tasks produce interaction and learning styles and group dynamics are utilized. Interaction takes the form of simulations, games, role plays, drama, and the use of electronic media.  These tasks require the use of authentic language and increase student involvement and motivation.

Of those that agreed, they felt they didn’t care because they are trying to better themselves by learning a new language and it takes time and practice to get better. They felt the person laughing at them is ignorant because they fail to realize that people get better over time when learning and speaking a new language. The two that disagreed expressed that they would rather remain silent than to be laughed at because they don’t want to “sound stupid.

Lastly, statement 10, continuing learning the language outside of class, all students said they do that through using apps like DuoLingo, watching TV and Netflix, talking to people in a store, playing video games, reading, using the internet, social media and listening to music.

The students mentioned that it helps them learn English in “small pieces” because when there is a lot at once it’s “too much.”

In his mainstream class and in the ELL class, there were no speakers of his native language. By fifth grade, he was speaking and writing in English

He says that comprehension was quicker than he expected even though it was a new language.

He stated that he also faces some of the same issues in his home language, more difficulty with grammar and spelling.

He says what he has the most trouble with is writing: spelling, grammar, and punctuation

I was motivated to learn English because I wanted to attend college and obtain a higher education.

we spoke about the importance of not being overly conscious when speaking, making mistakes is part of the language learning process and is also a way to learn something new about the language.

This particular student just arrived the country and his comprehension is very limited.

the students and I had the opportunity to discuss the learning styles survey as a class, and I was very curious to ask them more about their personal opinions about the different statements and hear from the students that agreed and the students that disagreed on what was being said.

Ten out of he eleven students report that they are motivated to learn the English language because they want to be able to get good paying jobs, communicate with others and pass the English regents exam.

The fact that the majority of the students view language mistakes as a learning experience is crucial for the overall language acquisition process.

their L1.

loss of knowledge in her L1. I

I pointed out to Jullee that this was whether she knew it or not, very beneficial to her own education and language acquisition. It is only when we can teach another person on a particular topic that we can attain mastery of that subject.

She would go to after school programs like glee and drama and speak English with other students her age

These findings correlate with Lyster and Ranta’s findings of recasting being observed 66% of the time.

“These teachers expressed a preference for correcting L2 errors in the language arts class and tended to correct more errors earlier in the school year than later”

I also like to try and encourage my students to fix their mistakes without me giving them the answer. That is why I try to use elicitation and clarification.

Repetition.

For this assignment I had a colleague record my self contained Advanced Literacy class for Entering-Transitioning ELLS.

Major of the repairs were by the teacher, since the students were in the editing process of their writing, the teacher need to provide some of the grammatical support in order for their writing have meaning

ENL class in first grade during a writing lesson.

Table 2.

Explicit correction.

I think it’s the most effective way of correction because you are asking the student to stop and notice the mistake made without the teacher telling the student and  directly correcting the mistake.

S:

N=375

he benefit of the recast feedback is that the student is able to hear the correct wording of a specific phrase without being made to feel wrong.

her shape her own identity

Diana indicated that she relied very heavily on peer interactions to teach her the English language.

one teacher helped me out a lot and would explain things to me in Spanish and then in English.

When I ask my friends, I don’t feel as bad because they are my friends and they show me I can do it.

country

watching TV

I noticed that sometimes with metalinguistic and repetition it is not clear enough for the students

Ells.

Vocabulary learning from reading: examining interactions between task and learner related variables Author(s): Xiaoli Wu, Joost Lowyck, Lies Sercu and Jan Elen Source: European Journal of Psychology of Education, Vol. 28, No. 2 (June 2013), pp. 255- 274 Published by: Springer

At the end of the study the results revealed that student writing improved significantly more if they had to correct their own errors versus the teacher handing back writing with the corrections made for them.

different types of WCF

direct, indirect and coded

The two approaches are compared and contrasted to each other to decipher the more effective strategies in regards to maintaining literary fluency in the language learners first language.

of guided practices as an instructional tool to have students write contrast-comparison essays in ESL.

effectively pruning the mind of information or mnemonic devices

in any domain

the book explains the reasons why many of these traditional ways of teaching needs to change.

f Latino students into the USA, especially to New York City

The articles explain that issues can arise in execution of teaching and meaningful learning

in many different ways

explaining possible methods

f explicit or implicit knowledge

Summary of articles 4-6

explicit instruction and input processing,

Many schools that have adopted the dual language immersion programs have bee unsure on how to properly implement the program and therefore revert to to its original English only program

levels of biliteracy. 

two models of dual language

the various challenges educators face with implementing dual language and suggested practices to remedy the challenges

The association had stated “However, given the risk that language disorders pose for students, children need to be assessed for language difficulties early and monitored periodically at critical educational stages

Raul F. Prezas and Ahyea A. Jo PhD. “Differentiating Language Difference and Language Disorder: Information for Teachers Working with English Language Learners in the Schools.” Journal of Human Services: Training, Research, and Practice 2.1 (2017): 1-22.

identifying a distinguishing between language difference (or acquisition) and language impairment.

lingner, Janette. “DISTINGUISHING LANGUAGE ACQUISITION FROM LEARNING DISABILITIES.” 30 July 2015. NYC Department of Education. Division of English Language Learners and Student Support. 2 December 2017.

Levie, Ronit, Galit Ben-Zvi and Dorit Ravid. “Morpho-lexical development in language impaired and typically developing Hebrew-speaking children from two SES backgrounds.” Reading and Writing 30.5 (2017): 1035-1064.

Canadian university

Puerto Ricans live between two cultures, namely, Puerto Rican culture and American culture.

social, sociocultural, voice, cultural and ethnic

Wu, Manfred Man-fat. “Is Second Language Teaching Enslavement or Empowerment? Insights from an Hegelian Perspective.” Educational Philosophy and Theory, vol. 50, no. 1, 18 Apr. 2017, pp. 39–48., doi:10.1080/00131857.2017.1317626.

the difference in learning styles between Latinos of Dominican decent and of Puerto Rican decent.

12 principals of brain-based research

in Hong Kong

no significant correlation between learning style preferences and instructional method.

Rogowsky, Beth A., et al. “Matching Learning Style to Instructional Method: Effects on Comprehension.”

learning styles ENL prefer,

boost intrinsic motivation in language learners

ELA content we are teaching in a meaningful way it will equip students to write with more freedom and use more complex sentence structure

to integrate language and content by expanding the sentence starters and academic language I emphasize in my class.

support other students with different proficiency levels

“Planning for Standards-Based ESL and Content Instruction”

teach language through content

Overall, this reflective journal was a great activity for me to see what I am struggling with as a teacher, and areas for improvement the next time that I teach this topic.

This artifact contributed to my professional understanding, skills, and disposition that grammar can be taught in isolation, and should be until students have shown that they have actually mastered grammar.

This artifact highlights the perquisite of what students needed to know in order to be successful in their writing. In that, being able to identify different parts of a sentence and knowing how grammar works will not only aid in the language, but it will also help students to be successful in their content area.

this specific lesson

This artifact closely aligns with this standard on how I have “implemented a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading and writing for a variety of social and academic purposes.”

Reflective Journal that I wrote for a grammar class that I took last semester, ESC 725

They feel that they are learning from me and they also feel comfortable with me because they see me as a person they can trust and they are not afraid to make mistakes.

he girl

I would definitely include other activities to promote their grammar skills.

These lessons show how I managed and implemented a variety of standards-based strategies and techniques for developing and integrating English in listening, speaking, reading and writing for academic purpose.

principles of Standard 3B.

What I appreciated about this classroom observation is that it contained next steps for me to implement as an instructor moving forward.

All four modalities

Their feedback is quickly discussed and then implemented into the next take. After the video is complete the students now have a token to remind them of their hard work and it can always be referred back to for review or when a word is not fully understood.

 After learning the vocabulary for the unit, we created a video using a green screen to demonstrate the mastery of the vocabulary and use to reinforce the words.  Many of these words were tier 2 academic vocabulary that are found in many

 Artifact 1

Allison Lazcano

Briefly describe the context in which the artifacts were produced:
→ graduate course (give the class title/code, specific assignment/project; etc.),
→ conference/workshop/school meeting (location, name, focus)
→ your own classroom (student teaching/observation/actual teaching)
Respond to these questions in a focused narrative:  What exact part of the standard do the artifacts address? (Cite it directly in your reflection).
How do the artifacts relate to the standard?  “How do the artifacts demonstrate that you have met the standard?”
How did the artifacts contribute to your professional understanding, skills, or dispositions? How did it impact or change your own thinking or understanding? In what areas in your teacher development still need to grow relative to this standard?
Did did completing these artifacts impact students and student learning? (if relevant) How might you implement some aspect of what you learned from completing these artifacts in the classroom?

I wrote for a grammar class -ESC 725. For this assignment I was asked to tutor a group of students using grammar lessons that were leveled accordingly.

This is something to which I will be paying particular attention as I continue to develop as a teacher .

While it did not necessarily change my thinking or understanding, it did reinforce the importance of including in every lesson exercises that help students strengthen their skills in the four language modalities. 

it explains and rationalizes my strategies and techniques for helping students improve their reading, writing, speaking, and listening.

I think that one of the most important aspects of my job is to create a positive learning environment where students feel comfortable enough to participate, take risks, and ask questions

, and the type of classroom environment I try to cultivate.  It also provides a detailed insight into the strategies I use to deepen student thinking and understanding, the steps I take to help students develop their academic vocabulary, and the activities I use to simultaneously teach both content and language.

had the opportunity to practice their speaking skills when they turned and talked to their partners. I asked students to discuss amongst themselves some of the resources available to them to help them figure out how to spell a word correctly.

The lesson allowed my students to express themselves and participate in meaningful, positive ways.

“One person speaks at a time. Critique ideas, not people.” In order to more deeply impress this on students, I made a worksheet.

I would remind them to be respectful and then query who or what we were being respectful for, and for the most part, I was correct and this was all that was necessary. My students worked well in their groups and the small sizes allowed me to take a more “hands off” approach to controlling them.

Incorporating rules into the four modalities. Class Rules: Be respectful to yourself and others.

. Students were also challenged to explain their thinking and reflect on their classmates’ comments using text evidence.

to push students to think critically.

I should have incorporated a peer feedback system where students could have formulated their own questions to challenge each other’s thinking.

For Standard 3b, I chose my Instruction Commentary from ESC 609/EdTPA seminar to demonstrate my ability to implement pedagogical strategies to support English Language Learners in all four modalities (listening, speaking, reading, and writing) by teaching language through academic content

One area of Standard 3.b that I would like to improve on is providing standards-based reading instruction adapted to ELLs. I tend to use the same text for all of my students, with only slight modifications for my ELLs (usually a whole-text translation). However, I feel that I am doing my ELLs a disservice when I don’t honor all of the varying proficiency levels of my students. Even though I do provide texts in a variety of genres related to students’ studies in content-area classes, I need to begin to prepare annotated and abridged versions of texts to my ELLs.

Writing the commentary itself was tedious, but useful. It forced me to think critically about my instruction and it confirmed my belief that I have a strong rapport with my students. In reviewing the video and writing, I am reminded that the strongest aspect of my teaching is my ability to elicit and build on my students’ responses.

The instructional commentary required the most work of the edTPA documents and was also the most useful. In creating this commentary, I was required to go back and watch over three hours of video of myself teaching a small group of ELLs. This process showed me what I do well; it also showed me some of the holes in my classroom management and teaching.

This means that I need to gradually push the students who are ready for a new challenge towards writing paragraphs on their own without the organizer or anchor charts for support.  

After the professional development presentation I gave students remarked that they were suing the same TEAL paragraph in all of their classes. This will have a tremendous impact on the students writing skills because they are practicing this strategy across the contents.