Simplifying communication with students is another strategy that can facilitate listening comprehension.
I picked this topic because I like how it expanded on simplification. I don't have to make my language less correct to help ELL students, instead I can use simple words, clear words and rephrase directions when needed so students can understand.
Level 1 students can demonstrate understanding by drawing, matching, and copying and using pictures or realia to sequence, categorize, prioritize, or evaluate, which are all important academic language functions. Demonstration is another way that students can show understanding of concepts without language mastery.
I agree with this sentence about students being able to show their understanding differently. Even without being able to understand the same ways as their peers, they can show understanding with different techniques.
Including level 1 ELLs in daily instruction and assessment based on the content standards and curriculum designed for all students is crucial.
This is something I liked because it emphasizes that ELL students should be included in grade-level learning from the start. They shouldn't have to wait until they are fluent in English to share the same content as their peers.
Teachers should not make the mistake of thinking that level 1 students who are silent are not lear
This stood out to me because silence doesn't always mean a student isn't paying attention. As a teacher, I want to give students time to become comfortable with things instead of expecting them to speak right away.
Teachers also need to remember that level 1 students can engage in content learning that requires critical thinking, taking into consideration what these students can do with listening in English.
I picked this because it reminds me not to underestimate ELL students. Even if they can't fully understand or speak English yet, they are still capable of thinking critically and learning new concepts.
Reading instruction, like all ELL instruction, must focus on comprehension. For many ELLs, nonfiction instructional text may be easier to grasp than other genres because of the many supports that often accompany text materials, including headings, pictures, and captions. However, ELLs, just like non-ELLs, must be taught how to interpret and take advantage of these text features.
I like this because it reminds me that every student learns differently. Not every student can learn from one type of text. Using different genres and providing supports can help students better understand what they read.
Within the context of our work, literacy is defined as reading and writing, with oral language (listening and speaking) playing a fundamental role.
I highlighted this because it reminds me that literacy isn't just about reading books. Students also need the opportunities to speak, listen and communicate because those are skills that help strengthen their reading and writing.
All teachers are responsible for teaching students who are learning English how to use the oral and written language they need for academic success. But what does this mean for elementary and secondary content teachers; literacy, special education, and talented and gifted specialists; and ELD teachers and specialists? When educators understand who is responsible for teaching the ELLs in their classes and assessing their content and language, collaboration possibilities clearly emerge.
I picked this because it reminds me that teaching ELL students is not only the ELD teacher's job. As a future ELA teacher, I need to make sure my lessons support all students, including those who are learning English.
The assessment tool itself should not prevent students from demonstrating what they know and can do.
This stood out to me because some students understand the content but they struggle to show it because of language barriers. I think the assessment should focus on what students actually know instead of if they are good with the English language or not.
It is important for teachers to create environments that help newcomers feel at ease so that they can acquire the linguistic and academic knowledge and skills that they need to be successful in school
This sentence really stood out to me because I agree that students do learn better when they are comfortable and welcome. As a teacher, I want my classroom to be a place where every student feels safe to make mistakes and receive help when needed.
ike all students, English language learners (ELLs) need to be in classes with high expectations, fair assessment, and strong instruction. According to Goldenberg (2006), good instruction for ELLs is similar to good instruction for all students, but with a strong focus on English language development (ELD), home language literacy, and culture. Teachers who have ELLs in their classes need to understand some basic principles for educating these students, with attention to promoting the development of oral and written language for academic purposes in culturally responsive classrooms. Equipped with this foundation, teachers can select appropriate assignment/assessment and instruction strategies that advance ELLs along the continuum of language development and prepare them to succeed in general education classes and beyond.
I highlighted this section because I really like how it reminds us that ELL students should be held to high expectations just like every other student. They may need different supports, but they are capable of learning challenging materials and accomplishing them.
In some countries, children with disabilities are not afforded educational access and are instead kept at home. There are a variety of reasons for this, including lack of the availability of appropriate services and resources to serve potential special education students or cultural attitudes about disabilities that cause family embarrassment. Regardless of the reason for limited formal schooling, ELLs with special needs must be given the same access to educational opportunities as their non-ELL peers in U.S. schools.
I highlighted this because it reminded me that students come from many different educational experiences when entering our classrooms. It also reinforces that ELL's deserve the same opportunities as every student, regardless of their background or previous schools.
Identity is understood here as dynamic and multiple, rather than static and unitary. That is, the identities of, for example, ELLs, Mexicans, Muslims, and girls should not be looked at as the identities of monolithic groups whose beliefs and practices are more or less the same. Rather, a dynamic notion of identity sees intersections among different aspects of identity, including language, gender, race, ethnicity, religion, and socioeconomic status, to name a few. According to Norton (2013), as students, teachers, administrators, families, and community members co-construct new identities through the ways they use language in different contexts, they create imagined communities that can open new positions, roles, and possibilities for all community members. Ideally, new identities, empowering narratives, and imagined communities make space for linguistically and culturally diverse students to have equal access to learning opportunities at school.
I highlighted this because it reminds me that students are shaped by many different parts in their lives, not just the language they speak. As a teacher, I want to know my students as individuals instead of making assumptions based on one part of their identity.
When teachers observe students in classroom interaction, they may notice variation in student preferences for individual or collective practices. For example, some of María’s teachers may misinterpret her working with other students (a collective practice) as cheating (an individual interpretation of María’s behavior). When teachers understand cross-cultural differences like these, they can minimize miscommunication and maximize learning.
This stood out to me because it shows that student behavior can sometimes be influenced by their culture instead of a lack of effort or motivation. It reminded me not to make a quick assumption and take time to understand where my students are from before reacting.
All students need to learn how to use oral and written English for academic purposes in all K–12 schools. When teachers know what students can do with oracy (listening and speaking) and literacy (reading and writing) in their home languages and in English, they can select strategies that leverage languages, literacies, content, and culture as resources for learning. Cummins (2001) maintains that academic language knowledge and skills can transfer from one language to another, meaning that concepts and skills learned in one language do not need to be relearned in another language. This can explain differences in the challenges faced by Ko Than Nu and Svetlana. Students like Svetlana who have a strong educational background are likely to transfer previous learning to English language contexts, while students like Ko Than Nu have fewer formal language and literacy resources to draw on. Students in the SLIFE group face a much bigger task in learning academic language and content than their peers with uninterrupted schooling. Teachers need to recognize that limited formal education is in no way indicative of cognitive deficit.
This section is important to me because it emphasizes that students' home languages are a strength not something that should be ignored. I think it's important for teachers to build on what students already know instead of expecting them to start over.
Teaching English language learners (ELLs) is about much more than English language development (ELD), although helping students progress along the ELD continuum is certainly an important part. Teachers create learning opportunities for all students—including ELLs—when they purposefully use differentiated assignment/assessment and instruction strategies that respond to variation in student background, with attention to the student’s ELP level, as well as to his or her prior schooling, home language literacy, cultural orientation, immigrant or refugee status, prior difficult experiences, and special needs. It is important to emphasize that effective teachers view what students know and can do as assets or resources to build on, and not as deficits to overcome.
I highlighted this because it reminded me that teaching ELL's is about more than just helping them learn English. Teachers also need to understand each students' backgrounds, experience and strengths so they can provide instruction that helps every student succeed.
Teachers begin their lesson planning by collecting the ELP levels of each ELL in listening, speaking, reading, and writing, as well as data about prior schooling and home language literacy, cultural background, immigrant and refugee status, special needs of students pertaining to giftedness and cognitive or behavioral disabilities, and student interests. When teachers understand these factors, they can design instruction that matches students’ needs and that facilitates learning. Assessments that take these factors into account allow students to fully reflect their knowledge and skills in the content areas.
I like how this section reminds me that getting to know your students is the first step in effective teaching. Understanding students' language levels, backgrounds and interests help the teacher create lessons that are meaningful and accessible for each of the students.
As teachers prepare to differentiate their assignments for the ELLs in their classes, they need to ask themselves three important questions.
I highlighted this because it shows that effective differentiation begins with thoughtful planning. Asking yourself these questions before teaching can help ensure that all students, including ELL's have the support they need to be successful.
Teachers can draw on universal design to create classroom practices that are accessible to all students from the start (Meyer, Rose, & Gordon, 2014). Mimicking the idea of universal design for architecture, which creates an environment accessible to all individuals regardless of abilities (CAST, 2011), universal design for learning helps teachers create classroom environments and activities that are accessible to diverse learners. Rather than attempt to retrofit unsuitable instructional design for diverse learners, universal design for learning begins with the needs of diverse learners in mind.
I enjoyed this section because it emphasizes planing lessons that are accessible before students struggle instead of making the changes afterwards. This reminds me that a good lesson plan design benefits every student, not just the ELL's.
Teachers in differentiated classrooms use time flexibly, call upon a range of instructional strategies, and become partners with their students so that both what is learned and the learning environment are shaped to support the learner and learning
I highlighted this because it reminded me that there is not one teaching strategy that works for every student. I want to create a classroom where I can adjust my instruction so all students have the opportunity to be successful.
ll students are entitled to equal educational opportunities under the law, including students from linguistically and culturally diverse backgrounds. To understand what this means, we need to distinguish between equality and equity.
This section stood out to me because I think people often confuse the two definitions in this sentence. The two words are equality and equity. I like that it explains that giving every student the exact same thing is not always fair, and that some students need different supports to be successful in what they do.