Soleil Dixon-Widman Clinical Field Experience A_ Language Focus
docx
keyboard_arrow_up
School
Grand Canyon University *
*We aren’t endorsed by this school
Course
546
Subject
Communications
Date
Jan 9, 2024
Type
docx
Pages
4
Uploaded by DeaconPorcupine3911
Clinical Field Experience A: Language Focus
ESL-546-O500
Solel Dixon-Widman
January 11, 2023
Part 1: Interview and Observation
How do you address language form (vocabulary, grammar, and discourse specific to a particular content area) and language function (the purposes for communication/use of language in academic and social contexts) in your classroom?
I had to sit in different classrooms to see teachers' different approaches when dealing with EL learners. I decided to sit in Ms. Deloatch's classroom because she had the most EL learners, and I loved how she could interact with them all as they were scattered around the classroom. When teaching academic language to ELs learners, I saw learners learn the terminology by listening and repeating what they heard. Ms. Deloach stated after repeating it; they could add it to their dialogue by speaking and using what they learned daily. Whether the text is being read to the learner or their reading it themselves, it does help. The last thing I noticed was writing out the text. Writing essential sight words helps the learner pronounce words by understanding how the letters are associated. These four things have been excellent practices with learners.
Ms. Deloatch how do you address the relationship between verbal and written expression in your classroom?
We can articulate our thoughts using oral, written, and non-verbal communication
skills. We have to listen for meaning and understanding. By allowing learners to have conversations within their groups and during whole group discussions, they learn from each other. I incorporate activities that require writing. This preparation goes hand in hand as it carries out a speaking task and vice versa because speaking carries out a writing task. Where learners are speaking, they are also working on their listening skills. While writing, learners are also working on their reading skills. When reading out loud, you can use different tones and pitch to help improve a better understanding for yourself
and everyone else listening. When writing, punctuation helps with tone and pitch. Ms. Deloatch what strategies do you implement to support the various language needs of ELLs?
The first thing is to have a welcoming classroom and create a safe learning environment. Including all learners helps native and non-native learners as they can learn from each other. In order to get different interactions from my learners, I allow them to turn and talk to different peers in the room. I support literacy development by reading instructions carefully, ensuring my learners understand them in a way that helps
them. Before reading a story, learners and I always check the background knowledge. “Background knowledge helps students connect with new information and helps them understand concepts.” (
Why do teachers need to understand the concept of teaching?
2022) We also go over vocabulary words so the words will not surprise us while reading
the story.
Ms. Deloatch how do you provide ELLs with content area instruction that meets grade level expectations, while supporting their English language development?
I use academic language throughout the day in all subjects. I also use a lot of visual representations to introduce new vocabulary words. Together the class and I create story maps and or a graphic organizer. This is how we organize information. My learners love and benefit from the hands-on activities we do together in the classroom. I
read to my learners daily, and audio books are available to them for our readings.
Part 2: Plan and Reflect
During my observation, I noticed strategies I will adopt in my classroom. I asked multiple questions to Ms. Deloatch as she walked me through the day in her classroom. She accommodated me by breaking down all the strategies she uses in her classroom as she has multiple EL learners. Ms. Deloatch uses many tools, such as her iPhone, computers, the classroom smartboard, and her learners. The learners would usually translate for each other, but when one is absent, Ms.Deloatch uses her iPhone to help translate for these learners who need additional help. The computers in the classroom are one of the best tools, but it allows the learners to work independently and research things independently. The following tool that she uses is the smartboard. A smartboard is an excellent tool for whole-group instruction. Ms.Deloatch creates visuals for the learner to enhance their vocabulary, and it is also a routine for them, so they look forward to it every day. Lastly, she has support from her learners to help one another when she is doing small group instruction. She is very patient and determined to help her learners succeed. Allowing learners to interact with each other also allows them to
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
learn from one another. I am so grateful to have Ms. Deloatch as a resource and that I got to observe her classroom. I will take the patients and strategies she uses in her classroom with me. I am also glad I can contact Ms. Deloatch for additional help and new strategies in the future. Reference Why do teachers need to understand the concept of teaching?
Alqatirat. (2022, August 15). Retrieved January 10, 2023, from https://alqatirat.com/qa/why-do-
teachers-need-to-understand-the-concept-of-teaching.html