because it shows how I support all of my students in being able to write academically through both the materials I provide them and the classroom environment.

The lesson plans and attached worksheet clearly demonstrate the importance of both modification of plans and materials for ENL learners and the importance of adhering to the same content objectives. They also show how I could not have taught the class without the collaboration of my co-teacher, Fran Guber, in these 4th grade ELA/ENL lessons. I was a “push-in” teacher in the this class although I tried to be a “co-teacher.” There is an important difference and it reflects the struggle that many ENL teachers have

I know Spanish but this doesn’t help me with students who speak Haitian-Creole, the other large cohort of students, or the one girl from West Africa who speaks French. In order to still make those students feel included, I asked them how to say certain things in their home languages and asked those students to discuss it between themselves. We also wrote one word on the board that we recognized as a shared cognate with French and we all repeated it.

Because I knew what was being taught, I was able to preteach essential vocabulary, plan questions to ask to ensure comprehension of the stories, and — most importantly and the most necessary to be timed right — write starter sentences so students can focus on completing the content task instead of the language production taking up all of their time.

restating the concepts in different and simpler terms and recasting the question so they would have multiple points to access the knowledge. At the same, students cannot be expected to do the same amount of work in the same amount of time.

Many English Language Learners will not be familiar with the historical significance of reservations. Showing an image of Native Americans from a couple of centuries ago and then an image of a modern-day reservation can give them some perspective. After reading the passage, students are asked to answer the following question in their handout, “What is the topic in the story?” For the beginner and emerging English Language Learners, they are given a handout with the following sentence starter, “The topic in the story is about ___________________.” They are then asked, “What is the central ideal of this story?” This question is followed by another sentence starter: “The central idea of this story is______________________________.” Students must go back into the text and review their annotations in order to identify the appropriate response and then paraphrase it.

The language objective demands that students be able to annotate as they read in order to aid their comprehension and assist them in locating the topic and central idea of the text. The passage being read was taken from a chapter from the book, “The Absolutely True-Diary of a Part-Time Indian.” The protagonist of the story mentions how much he loves to draw cartoons but that his passion for drawing cannot buy his way out of poverty. Students were expected to read the text first for comprehension by using their bilingual dictionaries to translate new vocabulary words and collaborating with their peers to ask questions about the text. After discussing in their groups, they had to underline and rewrite the topic and explain the central idea in their own words.

The content objective of the first lesson is for students to be able to identify the topic and the central idea of the text.

Students are given a “criteria for success” which assesses their ability to meet the learning objectives mentioned before. Besides measuring their ability to identity the topic and central idea, students are graded on using their annotation strategies with an emphasis on vocabulary acquisition and group reading. Students have access to bilingual dictionaries throughout the activity to help them rely on their L1 to transfer meaning of new words into English by translating them. The second lesson then focuses on finding evidence which can support their central idea.

Reflecting on this lesson I can say that we follow every step possible to scaffold the lesson to the ELLs’ level. Academic and procedural vocabulary, language structures, specific needs for ELLs/Language supports for specific needs and the CCSS were essential when designing a cohesive lesson. We included technology to enhance and connect with all types of learners.

Procedures/ Activities: Students will be put into small groups and will pick a part of the Bronx immigration history from the article: http://www.yesthebronx.org/about/history-of-the-bronx/ After reading and taking notes in their groups, they will share their findings with the class while the other classmates take notes. They will discuss and share out loud to the questions that the teacher presents to them. Afterwards, students will then watch various video clips from the NY Times article “Who Make the Bronx” and discuss what they learned about local Bronx immigrants and their struggles. They will connect this lesson with previous lessons of immigration and how it compares and contrasts to other past experiences. Following the discussion, students will do an independent writing assignment. They have to choose one of the people from the videos and write a journal entry/blog post in the person’s point of view. Scaffold: Students will be allowed to watch the video again and answer questions that are will prompt them for the writing assignment. “How did the person feel? Where was this person? What is his personality? Etc..” Videos are in Spanish and have English subtitles Materials: Journals, computers.

It does not matter if the student is an ELL or sped, as a teacher we must provide the students with all the resources for them to learn.

writing, reading, listening and speaking

This assignment consisted in creating a 4-week mini unit in any given academic content where we needed to provide a background to the unit, then a grid with an outline of 20 lessons and include additional resources for each lesson after the grid. My lessons show my knowledge of the content and best practices when it comes to planning.  Planning help teachers ensure that the students are receiving the appropriate education by meeting their needs and helping them become global citizens.

Working in groups facilitated a supportive environment, and assessment was done in a way that each student’s proficiency level was kept in mind to produce a healthy growth mindset within the classroom community.

The primary form of assessment would be the class discussion which they all had a rubric for. Sentence stems were provided for those who needed them before the activity so that they could practice forming their ideas in a professional manner as the moved through the stations.

 The students had already learned about the transatlantic slave trade and now were beginning to look into what slave life in America was like. The word plantation was pre-taught in the beginning of the period through a vocabulary protocol in which the students pronounced the word and then looked at pictures to try and guess its meaning.  Then, they were given the definition and told to pay attention for the word throughout the stations to increase exposure.

Throughout the editing process, I was able to filter these activities out, or change them in a way that fit the original goal.  This was the first time I became cognizant of the impact that language objectives can have on student learning.  I now realize that failure to include them in a lesson plan can severely hinder students’ ability to achieve the goal of the lesson.

The biggest area in which I can improve is being able to scaffold information introduced in content-area classes.  The unfortunate reality is that English Language Learners are at a major disadvantage because they are forced to simultaneously learn both content and English.  If I can improve in this area it will be of great help to both myself and my students.

First and foremost, it helped me gain a better understanding of the different ways in which it is possible to differentiate instruction

Through a variety of diverse assessments (t-charts, visual annotation charts, personal reflections and paragraphs, among others), checks-for-understanding, and activities on both an individual and a group level, this artifact clearly demonstrates my ability to plan for multilevel classrooms, to create thought-provoking assessments that meet the cultural and developmental needs of all students, and to develop content and language objectives that are both practical and meaningful.

but more importantly, as an opportunity for students to view themselves and the work they produce which furthers metacognition.

Lower level students received the most scaffolds, with some home language translations, sentence starters and fill in the blanks. Medium level students received a graphic organizer with an outline of the general parts of an essay and the order to follow. Higher-level students received no scaffolds and had to create their own outline with what they thought was important and necessary to an informative essay.

Paramount to their intrinsic motivation was choosing a text that was culturally relevant and one that speaks to finding ones own identity.

To demonstrate my understanding of Standard 3A, I chose a lesson sequence from ESC 761, Teaching English as a Second Language to Adolescents and Adults. This lesson sequence highlights my ability to plan instruction for English Language Learners that addresses their various levels of language proficiency, developmental needs, and learning styles in my classroom. These lessons were designed for an 11th grade intermediate English Language Arts class, where multiple languages are spoken, where the language proficiency of students vary from entering to expanding, and the age of students range from sixteen to twenty-one years of age.

Proficient ELLS share through whole class discussions while Emergent students share in small groups with the teacher or with partner while teacher listens in.

Lastly, curriculum unit was planned so that Reading and Writing Lessons compliment each other

The artifact I chose for Standard 3.a is my Curriculum Unit For ESC 766- Teaching ESL Through Content Areas. My lesson sequence demonstrates my deep knowledge of the best practices to plan classroom instruction in a supportive learning environment for ELLs.  Within this curriculum I implemented language objectives, vocabulary, differentiated activities according to language proficiencies, essential questions, strategies for ELLS, resources and technology support. Through the differentiated activities in particular ELLS are given the opportunity to use what they know and be successful in the task at hand. Students are given an individually prepared starting point with the same targeted ending.

I think it is no coincidence that I started to feel better about my instruction after I completed the edTPA.

That was why this lesson overview took so long to complete. In creating this document, I was doing something that I had never done before: creating three lessons that were connected through language.

his lesson overview provides a look into my planning process for these lessons.

I used a variety of assessments including checklists, self-checklists, rubrics, turn and talks, discussions, etc. This allowed me to see which students still needed support and in which areas and group them accordingly.

was important because I was able to plan around that so that my students performed well and were successful.

impact in my student’s learning.

The lesson segment

This lesson segment allowed me to create a supportive learning environment for ESOL students

Along with Fist to Five and other kinesthetic, fast assessments, a graphic organizer is a mode of assessment…that addresses students’ diverse backgrounds, developmental needs, and English proficiency.

This particular poster, along with other basic visual assessments, is an example of how I design my classroom as [a] supportive, positive learning environment. 

I will try to vary my assessments in order to have a more active classroom and allow students more self- and peer-assessment.

adult second language

Krashen contends that trying to teach languages in the same way we teach science, history, and mathematics is misguided

What are the cognitive learning styles in learning a second language? How does the brain function affect the learning styles? What is the process of teaching and learning second language? What are the different strategies/methods to support these learning styles when acquiring a second language?

We all have different ways to absorb, process, retain and comprehend information.  Some people can follow verbal instructions while others need to use their hands to manipulate things. 

Resources

As portrayed in my Lesson Sequence, not only did I create a lesson to meet the needs of my students, but I had to create one that accommodated their linguistic, cultural, and non- linguistic needs.

My personal philosophy

I know the power cultural inclusivity has on my students, and it is for this reason a group of my colleagues and I have taken on the job of keeping a cultural night event at our school, annually.

Standard 2. Culture as it affects Student Learning

The lesson sequence shows how I planned instruction based upon knowledge of content, students, their community, and curriculum goals. My personal philosophy artifact provides evidence of how I infuse culture, and self-advocacy in my classroom so that students will be readily equipped to thrive in their old, and new culture.

ESC 609,

Unfortunately, I have not had a chance to explicitly focus on vocabulary concepts like these in my classroom because everything is so content driven. Yes, vocabulary is taught within my classroom, but only before an assigned reading which is always linked to the content of ELA. In that, the only time that we get a chance to focus on word parts in class is if the vocabulary word calls for us to. Whereas, I will teach the students the prefix, suffix, and root of the word. However, the students find it difficult to comprehend the different parts of word, not because it is difficult to comprehend, but because they are not normally exposed to this type of vocabulary teaching.  Due to this inconsistency of explicit vocabulary teaching, the ELLs often times lag behind their L1 peers. Lately, my ENL department and I have been advocating for the school to focus more on vocabulary teaching across all content areas. It seems more difficult to get the non-ENL pedagogues on board because they do not see how explicitly teaching vocabulary within the classroom is vital to their teaching. However, seeing that my school is partaking in a program called Middle School Quality Initiative (MSQI) which focuses on “Developing literacy in young adolescents.” Also, students are grouped according to their data in order for us to small group conference within our classrooms. In that, this data is drawn from a DRP exam  (cloze reading). Whereas, if students are to ever be successful in this exam, then they will need to be exposed to high level vocabulary words (Tier 2 and Tier 3).

“understand the influence of the L1 on second language acquisition, give the students corrective feedback on the L2 acquisition process, and lastly, understand the diversity of registers that L2 learners employ and encounter in learning the language.

This particular assignment focused on giving students feedback.

ESC 760.

My second artifact c

This activity gave us the opportunity to find examples on Homonyms, Homophones, Homographs and Heteronyms. Also, it allowed us to design an activity for ELLs using semantic mapping and word hierachies

Simone Swaby

Semantic Concepts

ESC 757

Ist Reflection: Breaking Conventions in Translanguaging with De Jong, Cummins, Velasco and Garcia; and “When should we correct a student’s grammar?”

What some may see is a mistake is just a step in a student’s journey to fluency.

Posted on February 12, 2018March 5, 2018 by Jon Tory SterlingSterling Artifacts & Reflection for Standard 1. A. Artifact 1, Standard 1.A.   (a hyperlink) Artifact 2, Standard 1.A.  (a hyperlink)

This artifact demonstrates the centrality of translanguaging and the effective of both official and unofficial bilingual education in the classroom

In the artifact,

Artifacts & Reflection for Standard 1. A.

I focused on the speech modalities and how we should approach them when working with English Language Learners in both language and content area classe

This artifact shows that my understanding of discourse varieties, syntax, and conventions assists my teaching and furthers the development of the ELLs I work with by encouraging production of English as the primary means of students’ learning.

A school can benefit from tying this concepts together pragmatically with a plan for a curriculum that addresses these goals, and a plan for integrating a culturally responsive school with the books that are taught, while also addressing the challenges of national and state standards for English Language Learners, and an ENL teacher can help knit that further together.

giving students the cultural subtext of the novel allows them to narrow their focus so they can look at the text and ask themselves “What shows that Nick is an ‘insider?’” Students may not know what “Teutonic Migration” might mean, but when I have already explained the  significance of “old money” they can look for things that have to do with time and wealth like “three generations,” “Civil War” and “founder of my line.” If they don’t know what these things are because of vocabulary or other linguistic difficulties, then at least sharing the cultural subtext provides one less barrier between them and understanding and makes it easier to explain these concepts

It is not the first text I would choose to teach ENL students, but in a scaffolded and selected version I think it can be made to be very accessible and touch on a theme which they are sure to encounter again both in and outside school.

Both are important

my philosophy of teaching essay and a sample lesson on parsing and segmenting a culturally challenging text, The Great Gatsby.

It is important for teachers to inform themselves on theories and research regarding English language learners.  This will ensure that ELLs receive the appropriate resources and services they are entitled to.

Students learned that cultures are different from one another yet unique in their own way.

This lesson plan allowed me to discover more about student’s backgrounds. I was able to understand the way cultural identity influences self-esteem among students.

I reflected on some of the challenges teaching linguistically and culturally diverse students brings. The lesson plan is part of the first grade social studies Passport Curriculum. In this unit, students learned all about families, values, and traditions. This particular lesson focused on family traditions.

a Social Studies lesson plan and my philosophy of education.

It is important for educators to validate a student’s home language while they are transitioning into their second language and understand the stages of second language acquisition

Assignments

Another assignment which helped me understand second language acquisition and development was when I learned about translanguaging

translanguaging,

ESC 760,

It allowed me to develop an understanding of the struggles an English language learner faces in the classroom

This helped me become aware and plan for any misconceptions my students might have while learning English.

It would also allow them to further develop their vocabulary.

or

This assignment developed my understanding of phonology in English.

f language as a system

2nd Reflection 1A Rivera

However, as the latest assessments show, it will still be several years before he achieves fluency in academic English. It will be my honor to watch this student grow in the classroom and on the court.

In many ways, this student provides a textbook example of the successes and challenges that many ELLs face. Part I describes the student’s L1 literacy skills, which appear to have transferred to the L2. This student is highly motivated to learn English because he is motivated to get into a good basketball high school.

Like many newcomers, the case study describes how this student was forced to learn spoken, informal English but still struggles with the academic vocabulary and language structures needed to be successful on the Reading, Writing, and Listening portions of the test

The case study was conducted when the student subject was in sixth grade, a year and half after coming to the U.S. and entering the system. Part I provides basic background information, family information, and educational context. Part II is the assessment data the year of the case student and the preceding year. Part III is an analysis of the student’s English language abilities based on assessment data, teacher observations, and theories of second language acquisition.

SC 727,

My research also found that bilingual education would address some of the issues with low educational performance in this group. However, as the policies and budgets don’t currently support wide-spread dual language programs, my conclusion serves as my then and current goal: support culturally responsive practices in the classroom. My students’ experiences, no matter how complex, should be recognized and valued.

culture, es

It also takes on some of the common arguments for an English-only or subtractive bilingualism model.

My philosophy boils down to my belief that the strongest unity can come from the greatest difference

Standard 1a

My Long-Term ELLs will benefit from this direct phonological instruction

My graduate coursework has helped me analyze my native language and make it accessible to my students.

herefore, we used a real life example (me and my coffee—a phenomenon of which they are intimately acquainted) and a familiar text we are studying in ELA, Harper Lee’s To Kill a Mockingbird.

My students, on the other hand, benefit from a more direct approach

Having to teach my students these relationships explicitly has also challenged me as a native speaker/reader.

Reflection

Artifact 1

I constantly cold call students for answers and responses to guiding questions. I noticed that while students were attempting to complete the sentence frames about the animals in the different biomes using the new direction words they learned, many students were calling out the wrong answer. They were confusing above and below. Therefore I needed to think of something that would make them see the difference. I decided to tell students to stand up and gather around a chair. I placed a book ontop of the chair and asked students, “Is the book above the chair or below the chair?” I then placed the book on the floor and asked the same question. Although a couple of students got the first question wrong, no one got the second question wrong. It dawned on me that illustrating this concept with classroom objects was the best form of visual learning for them. I then began to demonstrate the other direction words such as between, left, next to, and right as well. Although I was diverting from my original lesson plan at this point, there was much more participation and enthusiasm than before. Students were somewhat eager to begin the work-time activity because they felt better equipped to engage in the task. The practice during the mini-lesson and a portion of guided practice that I added in to the lesson allowed them to feel a sense of confidence that fueled their interest in the task

The purpose of the images with the accompanying sentence frames was to enable students to orally articulate which direction word would be most appropriate in the blank space in the sentence. Students were also required to write the complete sentence in their notebook.

The objective consisted of teaching students words that can be utilized both in speech and writing to communicate or describe where things are

This can make it very difficult for newcomer ELLs to follow the grammar and syntax of sentences written in English.

My ENL class consists of many students who are entering and emerging English Language Learners. After examining their writing from previous class assignments, I discovered that all of them made significant errors that violated English punctuation rules. I realized they needed to be taught writing conventions. Furthermore, I knew I had to teach them at a slow pace. I have a diverse group of students that speak Albanian, Arabic, French and Spanish in this class.

to the students in the context of what they already know from their L1,

For some students who had spelling issues because of the lack of consonant clusters in their native language, I was able to focus on phoneme practices which exposed them to the new sounds and the variety of ways they could be made in the English language.

Artifact 1 is a research paper based on the principles of translanguaging.  The principal in my school is a proponent of the practice and has developed a bilingual program around it.  Throughout my research for the paper, I was able to incorporate many of the strategies I was learning about into my lessons and receive immediate feedback from my administration while simultaneously refining my own ideas about the process.

Both artifacts I have chosen for standard 1A are from ESC760 – Second Language Learning and Teaching.

The result was often a mixture of English and Spanish, but it helped to encourage him to write much more and before long he was handing in assignments completely in English.

I was able to gain a much clearer picture of how these findings connected to second language acquisition and develop an effective route of instruction to address them.

ESC761. 

If a student feels connected to a particular issue, they will see the benefit of the task and perform at a higher level. 

teacher, but also as a person who really takes interest in my students’ lives and values what they have to offer in my classroom

culture

Language and culture are deeply connected, and it is important to recognize the intricacies of this connection when developing effective teaching strategies for the various ELLs that we encounter in our day.

Through these activities students were able to be introduced to the use of formal English vs Social Language that they were used to using in class.

It would be interesting so see which words they pick without having any scaffolding.

contrasting formal, polite language with informal, familiar language.

Standard 1A: Language as a System. Candidates demonstrate understanding of language as a system, including phonology, morphology, syntax, semantics, pragmatics, discourse varieties, aspects of social and academic language, rhetorical registers, and writing conventions. Teachers use their knowledge of these inter-related aspects of language to help ELLs acquire English language and literacy to achieve in content areas. They understand the influence of the L1 on second language acquisition, the role of errors and targeted corrective feedback on the L2 acquisition process, the diversity of registers that students employ and encounter, and use all of these to shape instruction. They serve as good language models for their students.

I have became more sensitive to my population of students and their needs.

The segment contained the core teaching practices and SIOP features for effective sheltered instruction. The lesson sequence included a short culminating assessment + rubric. Each lesson was differentiated according to language proficiency. The same objective was used however different ways of producing the outcome

EDC 727

Standard 2 Culture

By the end of the lesson students seemed to be more accepting of their differences. They enjoyed hearing different languages and hearing about how they celebrated different holidays

One of the activities they did was compare their daily schedule to a child in another country.

My Philosophy of Teaching has evolved with time. When I first started teaching I was not exposed to ELLS. With time administration gave me the bulk of ELLS. I had to cater my lessons to their language proficiency needs and their cultural needs also. Many of my students were emerging and were new to the country. Both the parents and the students needed support. I believe my background helped me help my students and parents.

I now realize that grammar assessments are more effective when students are required to both create their own sentences, and participate in an error analysis activity where they are forced to correct errors that are strategically included in a sentence. 

While I was giving the tutoring session and grading the assessment I realized that grammar is a set of patterns, and the faster each pattern is understood, the faster students will able to move on to the next one. 

The information presented in this artifact demonstrates my understanding of the English language as a system, as it shows my ability to articulate the differences between the target conjunctions that were being taught in the lesson, and also my ability to clearly explain how each one is used in order to combine two sentences

To native English speakers, this task sounds quite simple

I chose this artifact because it illustrates my understanding of how to teach basic sentence structures that English Language Learners must be familiar with if they are going to progress as writers and speakers

This artifact, and the activity that resulted from it, illustrates my knowledge of English as a system as it shows how I was able to use my knowledge of morphemes to teach students how to recognize and utilize prefixes – a skill that not only helps them with the English-language acquisition process, but also aids their academic development across all of their content courses.

vocabulary.

it is important to be as clear as possible, and slow down instruction

While this assignment undoubtedly helped me grow as a teacher of ELLs

prefixes

because it exhibits my ability to recognize, understand, and communicate the manner in which prefixes can change the meaning of words.

ESC 757

whatever possible

I now realize that this philosophy statement illustrated my growth both as a student and a teacher.

my personal experience dealing with beginning students from various countries throughout the world.

It also highlighted the importance of creating a curriculum and classroom culture that recognizes and celebrates students’ diverse cultural backgrounds. 

I chose these artifacts because they instilled me in the need to plan and adapt instruction based on my students’ diverse cultural and linguistic backgrounds

The artifacts that I chose for Standard 2 (culture as it affects student learning) both came from ESC 769: Latinos In US Schools.  The first artifact was my philosophy statement on teaching diverse students, and the second was my cultural study which focused on the Puerto Rican experience with the U.S. educational system.

I try and group them with other more proficient speakers with different home languages to encourage them to use English and work with students outside their culture.

This artifact was created in ESC 727 as part of a case study for a student in one of my classes. In this section of the case study I describe the cultural background of this student and how it affects her social experiences at school and her attitude towards learning. The students is from Mali. She speaks French and practices Islam. She is a hard working and helpful student who at times felt isolated from her mostly spanish-speaking classmates.

This would have been a perfect time to incorporate video games into the classroom by giving students the option to discuss or write about the impact of video games on teenagers. I believe that this modification would have engaged several students in my classes who are often disengaged.

This shows the many ways that I intentionally design my curriculum, management systems and classroom environment in a way that addresses the needs of my English Language Learners and creates a more welcoming and supportive environment

In this artifact I describe many of the types of discrimination and oppression that English Language Learners face in their lives and in school while also emphasizing the need to treat each student as an individual.

Standard 2

Google translate

After completing this project I started providing my students with home language translations and encouraging students to use their L1 to support each other and construct meaning of materials provided in the L2.

Standard 1b,

1B Reflection

This is generally a teacher led activity that happens once or twice a lesson.

As the artifact suggests I can explicitly teach students the steps to break down words and then they can follow  this process on their own whenever they encounter an unknown word

characterization.

This artifact meets 1A because it addresses morphology as “an area of language study.” It shows my knowledge of research based practices in the realm of morphology and ability to brainstorm ways to implement this morphological awareness into my instruction.

in various home languages

The subject and the predicate. This lesson shows that I have been able to successfully meet standard 1A “candidate demonstrates understanding of language as a system including, syntax.”

I believe that because I myself have been through the process of having to take ESL courses, struggling with acquiring the English language I am capable of understanding my students and teaching them what I have learned.

When reflecting on my personal experience and on the research, I have done on Dominicans, I believe that it is highly important to focus on these group students because it is extremely evident that many non-English speaking students tend to have no interest in education because they believe it to be extremely difficult to acquire the language or are afraid to speak the language with an accent.

Standard 2

I will always understand my students struggle and turn it into something positive

t I expect to review often i

As we discussed several times in Dr. Martinez’s class, a student’s cultural background has a direct correlation in his or her academic success. Studying aspects such as the importance of culture, the role that men and women play in different societies and the diverse principles and values amongst various cultural groups, made me more conscious as a teacher and as person.

Artifact 1B:

Music was an important tool in the process of acquiring a second language for me. The sound of music was the key element to overcoming the fear of public speaking.

Switching also allows bilingual students to communicate more effectively as well as a mean to relay information in a more efficient matter. I do believe and agree that code switching classrooms allow a much more diverse learning environment in which both languages are used

The authors main arguments in favor of allowing and encouraging effective code switching classrooms are the ability of the student to switch back and forth from one language to the other without hesitatin

The assignment is a respond to a few articles about Code Switching.

After reflecting on it, I concluded that it was early in the process for them to learn a definition in a new language

By doing that, they would have been able to create their own subjects and predicates

Ss (Subject) and Ps (Predicate)

For Artifact 1

Artifact 1 helped me revisit old concepts that I took for granted as a native speaker of English. In creating artifact 2, I learned how nuanced English grammar instruction must be in order to be effective. I will continue to fine-tune my approach to English language instruction as long as I teach.

sentence level instruction, but there are some things I would have done differently.

I want to start some kind of concentrated effort at my school around language objectives.

As the only ENL instructor at my school, I want to do more to push my coworkers to think of language as something that can be taught in tandem with content

The second artifact proves my ability to take my knowledge of English and put it into action in the classroom.

I learned more about different models, I realized that the bits and pieces of research I had been collecting and reading over my first year of graduate school were starting to come together to help me form a meaningful, evidence-based position on teaching English to speakers of other language

This paper caused me to formulate my own opinions on the best approach to teaching English to speakers of other languages. This was not what I had expected.

full of diverse learners

This paper is where the synthesis of my philosophy, Banks’ research and de Jong’s research occurred

communicate my message

Culture as it Affects Student Learning

Most of the research we did applies to the three programs available in New York and we even touched on each program in our paper, but we could have made a stronger and more relevant argument had we stuck to the programs available in New York.

dual language instruction versus English-only instruction.

English as a New Language (ENL). This is the model my school operates under, so I had no incentive to learn about the other programs.

The artifact I chose for Standard 1.b.

the role of pragmatics

oral skills to foster their success in the classroom

To provide context, Bengali is their official language, but most members of the community speak English as their second language