Field Experience Assignment
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Jan 9, 2024
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Running head: FIELD EXPERIENCE
1
Field Experience Assignment
Desirée Torres
Saint Leo University.
FIELD EXPERIENCE
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Field Experience Assignment
Current theories of second language of ELLs.
Various theoretical lenses contribute to the understanding of second language acquisition
of ELLs. Constructivism, Behaviorism, Nativism, Social Interactionism, brain-based principles
Krashen’s Monitor Model and Cummins’ Second Language Framework. During my field
experience, I have observed various of these methods or theories being implemented and
modeled by my cooperating teacher; currently, there are six ELLs in the classroom that I've been
a part of this semester. I was blessed to have a bilingual CT who has been a dual-language
teacher for many years. She is well-versed in the second language acquisition for ELLs, and I
have learned plenty from her. I have seen her apply the behaviorism theory with the students that
she thinks, based on her informal and formal assessments, could respond best. Behaviorism
states that “language develops as a result of certain behaviors, such as imitating what they hear
and responding to the feedback they get.” (
(
How Do Children Learn Language?
n.d.)
My
CT, during phonics lessons with her ELL small group, for example, would model the
pronunciation of a morpheme using hand gestures as well and ask her students to repeat it; after
successfully doing so and blending the morphemes to make new words, she would praise them
and recognize their accomplishment, which, in turn, would make students excited and eager to
keep going and try new words and sounds. The students would have a chance to practice more
words after hearing her and seeing her model them with hand gestures, and they would also try to
write them at the end of the lesson. This is just one example of one of the other theories she uses
to teach her students to learn the English language. She also believes in the social interactionism
FIELD EXPERIENCE
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theory; she firmly believes that children can acquire language by interacting with others, so she
has paired English speakers with Els specifically to help develop language acquisition.
SOLOM
During my field placement, I have had several opportunities to work with the English
Language Learner (ELL) student I selected. I conducted multiple informal observations in these
interactions, which I recorded in my notebook in detail. Additionally, I had the chance to
administer the SOLOM assessment (Student Oral Language Observation Matrix) to the student.
During most of our interactions, I have spoken in English while my ELL answers in her native
language, Spanish. However, since I also speak Spanish, I can understand her and switch back
and forth between languages in case she needs clarification or needs help understanding what I
am saying to her.
While conducting the assessment, I had her read a book in English that my CT
selected. The text was appropriate for her grade and skill level and consisted mainly of sight and
cognate words. She scored higher in comprehension and lower in fluency, vocabulary,
pronunciation, and grammar. She is considered very low on her grade level due to a lack of
language knowledge. A copy of her results is attached.
ELLs’ cultural backgrounds.
Sociocultural factors such as racism, stereotyping, and
discrimination impact language learning. Other factors include communication with native
speakers, cultural identification, familiarity with the educational system, and the status of one's
culture in society. L1 literacy skills refer to the student’s 1
st
language, while L2 refers to the
language they are currently learning. At L1, the person knows the language automatically,
without conscious effort, and it is typically learned during infancy. L2 is acquiring a language
after another language has already been learned. L2 requires a conscious effort to learn and is not
learned during infancy. It can take a learner six months to two years to develop BICS (Basic
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Interpersonal Communication Skills = Social language), and it can take at least seven years to
develop CALP (Cognitive Academic Language Proficiency = Academic Language) in children
with no prior instruction or support. Native languages support language proficiency by helping
students make connections and transfer their knowledge from their native language to the one
they are learning; it can also help explain various complex grammatical concepts.
An example can be observed in the development of their social language and even in
their academic language development. Spanish speakers, for instance, can use cognate words,
such as “car” and color, to make a simple sentence when speaking with anyone about the color of
a car. While in my field experience, I saw many instances where an ELL would venture to
answer questions and use their native Spanish language to form sentences in English. One of the
students was asked during the writing block, “What is your favorite color?” and was instructed to
answer in a complete sentence, and she replied, “Me like the color red.” It was apparent that she
used what she knew in Spanish to answer the prompt. The same goes when the reading block
approaches the ELLs in my CT’s classroom and is distributed strategically; she has pairs of L1
and two English Speakers. Watching their interactions is genuinely captivating. The way they
support and assist each other is remarkable and goes beyond what I thought was achievable.
Native Spanish speakers seamlessly blend their language with the limited English they know, and
the English speakers teaching them with hand gestures and pronunciation, just as their teacher
does, is truly noteworthy.
Similarities and differences between L1 and L2 literacy development.
Some similarities
and differences between first language and second language literacy development are 1
st
L1
begins in infancy and with short phrases and sentences made up of nouns and verbs. For
example, “I water,” or in Spanish, the same can be understood or said as “agua.” Developing a
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second language can begin with complete sentences such as “I want water.” L1 is based on
listening as the first resource, ex. A child listening to his mom speak all day vs. someone else
receiving material to learn a second language specifically. L2 requires instruction and involves
technical knowledge. L1 happens unconsciously; L2 requires conscious effort. For example,
Gabriel follows his instinct to communicate while Mateo tries to pronounce and use grammar
correctly, etc.
Issues that may arise when assessing ELLs. Some specific issues can
arise when assessing
ELL students. One example of those issues might be that the assessment may be basic
translations or adaptations of the English language and the need for comparability, conceptual,
linguistic, or semantic content. The translated items' difficulty levels may differ for the language
versions available. The reliability of standardized assessments for ELLs is lower because they
are designed for English speakers. What is being measured or assessed may vary from language
to language, so they may lack aspects of phonemic awareness or word formations. In Spanish,
for example, compound words are less common than in English, so since the student isn’t that
familiar with how those words work, the ask for the task might be misconstrued by the ELL and
miss the question asked, not necessarily meaning he lacks that skill but that its explained and
used differently in their native language.
Instructional strategies to support ELLs in the classroom.
It is best practice that visuals
are present in the classroom to help English learners make connections. Charts and other visual
aids are paramount when supporting students throughout the year. Dual language instruction is
also a critical strategy when supporting these students, and I saw this implemented firsthand
during my practicum. Providing ELLs to respond nonverbally, allowing them to practice often,
helping them with their connections from home to school, speaking slowly, rephrasing, and
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repeating words or instructions are also great ways to support ELLs in the classroom. In
classroom instruction, teachers should teach and support their ELLs by enhancing their
phonemic awareness; this can be achieved using the examples above and many others. Rhyming
words, letter sounds, and the makeup of new words using those sounds. Learning songs and
reading out loud, etc., can increase their familiarity with phonology. It can improve their ability
to know and form new words and sentences (syntax) with the correct structure and ultimately see
the meaning of what they are reading or listening to (semantics).
Examples of cultural variables used to facilitate ELLs' literacy learning.
It is essential to
know the background of the ELL and, with that, build a relationship with the student and their
family to facilitate learning. With this knowledge, the teacher can distinguish the student's gaps
or deficits to offer the appropriate support. For example, knowing if the student has any
emotional or psychological problems is critical to finding the correct support; knowing if they
have any talents can also encourage learning by exploiting said talent and connecting it to any
teaching in the classroom. Knowing their cultural background, such as their faith or how they
communicate with other people in their culture, will also allow the teacher to facilitate their
literacy learning. Find out if they have any unique traditions or celebrations in their culture, and
the use of books or poems where they can see themselves is a powerful way to tap into their
comfort and help them be involved and evolve their learning. These strategies were often used in
the classroom I was in, and I employed these as well when getting to know the ELL student I
worked with this semester.
Instructional strategies to differentiate instruction for ELLs. Teachers
can differentiate
students by process, content, product, and learning environment. Various methods exist to do this
with ELLs: 1. Chunking the information, 2. Allowing them to express themselves in their native
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language. 3. Alter the pace of what's being taught. 4. Building on their prior knowledge, 5.
Change the vocabulary and use word walls; 6. Present the same information differently. 7. Work
in small groups. 9. Assess and observe their progress continually and more.
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References
Levels of Learning a Language | Mango Languages
. (n.d.). Mangolanguages.com. Retrieved
December 1, 2023, from
https://mangolanguages.com/resources-articles/levels-of-
learning-a-language/#:~:text=CEFR%20A1%20Level%20(Basic)&text=At%20the
%20A1%20level%2C%20language
Robertson, K., Sánchez-López, C., & Breiseth, L. (2018, October 24).
Addressing ELLs’
Language Learning and Special Education Needs: Questions and Considerations
.
Colorín Colorado; Colorín Colorado.
https://www.colorincolorado.org/article/addressing-
ells-language-learning-and-special-education-needs-questions-and-considerations
Huynh, T. (2022, February 9).
Incorporating Students’ Native Languages to Enhance Their
Learning
. Edutopia.
https://www.edutopia.org/article/incorporating-students-native-
languages-enhance-their-learning/
Linda Espinosa. (2010, March 2).
Assessment for Young ELLs: Strengths and Limitations in
Current Practices
. Colorín Colorado; Colorín Colorado.
https://www.colorincolorado.org/article/assessment-young-ells-strengths-and-limitations-
current-practices
Robertson, K. (2007, December 4).
Connect Students’ Background Knowledge to Content in the
ELL Classroom
. Colorín Colorado; Colorín Colorado.
https://www.colorincolorado.org/article/connect-students-background-knowledge-
content-ell-classroom
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sarahlicain. (2018, August 4).
Break It Up! 5 Simple Steps for Differentiated Instruction with
ELL Students
. FluentU English Educator Blog.
https://www.fluentu.com/blog/educator-
english/differentiated-instruction-for-ell/
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