ESL- 440N-0500 Topic 7 DQ 1 and 2 for SherryLynn Breece
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Grand Canyon University *
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ESL-440N
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English
Date
Dec 6, 2023
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docx
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10
Uploaded by SherryLynnBreece1105
Topic 7 DQ 1
Sep 18-20, 2023
Review Arizona's approach to integrated and targeted English language instruction.
How do ELLs benefit from both types of instruction? In assessing yourself, which type
of instruction would require more professional experience or knowledge for you to
provide effectively and why?
Laws 2006, Ch. 4 provides the framework for Arizona's English Language Learner (ELL)
programs. The statute mandated that an ELL Task Force produce ELL instruction models, that
school districts and charter schools (districts) adopt one or more of the models, and that the ADE
offer technical assistance and monitor compliance with the State's models.
Benefits
Determining ELL status and assessing student progress.
A home language survey and
an English language proficiency exam are used by school districts to identify ELL
children. When a student is identified as not being fluent in English, he or she is placed in
an ELL program. Every year, ELL students are assessed to see how far they've come in
learning English. After a student is designated as competent, he or she is retested annually
for the next two years to see if they are still proficient, and if not, they are placed back
into an ELL program.
SEI models require 4 daily hours of English language instruction.
To teach ELL kids,
school districts must employ Structured English Immersion (SEI) models created by the
ELL Task Force. Students must get 4 hours of English language development per day in
an SEI classroom with other ELL students under these models. The models were created
with the goal of ELL students becoming fluent in a year. Individualized Language
Learner Plans (ILLPs) may be created at schools with 20 or fewer ELL students, with
some or all English language training taking place in a regular classroom context. Some
districts offer a combination of SEI and ILLP classes.
ELL funding doubles then drops along with enrollment.
State and federal funds are
used to fund ELL programs. There are three funding formulae used by the state. Between
fiscal years 2008 and 2009, the payment nearly doubled, then dropped along with
program enrolment in fiscal year 2010.
Fewer ELL students in Arizona.
The majority of ELL kids in Arizona speak Spanish
and are mostly in primary school. Between fiscal years 2008 and 2010, the number of
ELL students dropped by 38%, from around 170,000 to 106,000. Because ELL students
became proficient at greater rates, 15% withdrew from the program, and there were 35%
fewer incoming ELL students during this time, the number has decreased.
Type of instruction
English language development (ELD).
This is because, English language development (ELD)
refers to training aimed at improving English language learners' listening, speaking, reading, and
writing abilities. This kind of instruction is also referred to as:
English as a second language (ESL). International students can study or improve their
English language abilities through English as a Second Language (ESL) programs.
English for speakers of other languages (ESOL)
English as a new language (ENL)
English language learner (ELL) instruction
English learner (EL) instruction
Reference:
Davenport, D. K. (2008). Baseline study of Arizona's English language learner programs
and data Fiscal Year 2007.
Office of the Auditor General. State of Arizona
.
Lugo, F. (2018).
The Impact of a Structured English Immersion Model on English
Language Learners' Reading Achievement
(Doctoral dissertation, Northern
Arizona University).
Okhremtchouk, I. S., & Sellu, G. S. (2019). Teacher readiness to work with English
language learners: Arizona context.
The Teacher Educator
,
54
(2), 125-144.
Roa, M. (2012).
English language learners in Arizona public schools: challenges and
opportunities for achieving quality language development
. Arizona State
University.
Wiek, A., Xiong, A., Brundiers, K., & Van Der Leeuw, S. (2014). Integrating problem-and
project-based learning into sustainability programs: A case study on the School
of Sustainability at Arizona State University.
International Journal of Sustainability
in Higher Education
.
Tracy Watkins
replied to
Sherry Breece
Sep 19, 2023, 1:17 PM
Unread
SherryLynn,
Think more about the question: "Review Arizona's approach to integrated
and targeted English language instruction. How do ELLs benefit from both
types of instruction? In assessing yourself, which type of instruction would
require more professional experience or knowledge for you to provide
effectively and why?"
Integrated Instruction:
Integrated Instruction is the implementation
of designing instruction that integrates
language and literary along with content
learning by using content standards to plan
a lesson along with adding in the English
Language Proficiency Standards to support
the stages of differentiation and
collaborative reading, speaking, and writing.
This is a lesson that has both general
English-speaking students along with the
ELL students collaboratively together.
How ELLs benefit
ELLs benefit from having a deep learning and the ability to engage in extended
academic discourse and the abundant, authentic writing opportunities.
This also immerses students in a language rich environment and engages them
in interactive and discussion-based learning tasks about the language of
complex content-area texts.
Make the differentiation scaffolding to make the grade-level concepts
understandable in receptive, productive and interactive in the language and
support that it offers to the students to make impactful and intentional changes
when it comes to the uses of speaking and writing the English language.
This also encourages independence in their learning with the effective
strategies and tactics that were taught to them by their teachers so that the
ELLs are able to master the language and content.
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All these items help the ELLs to develop a sense of voice, confidence, self-esteem,
determination and desire to learn and grow into a content and language master as
they meet their goals.
Targeted English Language Instruction:
Targeted English language instruction if the
opportunity to intentionally support the
English language learners in developing the
practice that they need to participate in the
rigorous, grade-level content. This is the
disciplinary practices that must be
integrated into language instruction. The
teachers are required to use the English
language proficiency standards along with
the content material that they use to
teacher the English language. This is
typically only with the ELLs outside the
English-speaking peers.
How ELLs benefit
The ELLs benefit by having differentiated scaffolding made available to them to
make the grade level concepts understandable in repetitive, productive, and
interactive language as well as providing student support to make the informed
and deliberate choices about the language usage while writing and speaking
the English language.
Design of instruction that fosters ELL students’ autonomy by equipping the
students the the needed strategies necessary for the effective usage of
language and how to comprehend it in a multitude of academic settings.
Immerse students into a language rich environment that fosters critical thinking
and problem-solving skills.
The language development skills are age and grade level appropriate
instruction,
and the material is culturally and linguistically appropriate as well as aligned to
English language proficiency standards.
The ELLs are provided with explicit instruction that encourages students to have
a deep understanding of how language functions are connected with content
discipline.
This also provides the students with open-ended opportunities to select the
strategies for learning language acquisition as well as effective tactics for
growth and development.
Learning environments that will motivations and engagement with the ELLs
learning acquisition in each individual student.
The targeted and explicit language instruction for the ELL students, they develop a
sense of voice, confidence, self-esteem, and self-efficacy that pertains to their
language usage.
When assessing myself I believe I would need
additional professional experience or
knowledge in order to provide effectively
would be the providing ELLs with Targeted
and Explicit Language Instruction.
I feel this would be of higher levels of professionalism and knowledge because this requires a
deeper understanding of the students’ home language and the English language Proficiency
standards that are not typically provided or worked with as much as the content standards are. I
believe that it requires a great deal of time and dedication to the students and the many facets of
the scaffolding and differentiation that is required. For teachers in our school having students that
are ELLs is so low that many teachers have never worked with ELLs yet, but I know that it is
coming. This will require a great deal of changes in the teaching styles in most classes.
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Topic 7 DQ 2
Sep 18-22, 2023
In your teaching career, you may have students in your class in all language
proficiency levels. How would you differentiate activities to ensure that you are
engaging all students while continuing to meet their individual language goals? How
will you support a student at a pre-emergent/emergent level and continue to challenge
a student at a high intermediate language level?
Differentiation ensures that all students have equal access to high-quality instruction in a
classroom setting. Rather than relying on a single technique to meet everyone's needs, it is
a more individualized way of teaching that focuses on each student's specific learning
demands. In the classroom, differentiation is a powerful tool for fostering a sense of fairness
among students. In addition to different learning styles, pupils' backgrounds and previous
experiences are considered. Differentiate instruction to meet the needs of students with
varying learning styles, such as visually, auditorily, or verbally inclined, as well as those who
have mild disabilities.
Introduction, investigation, demonstration, and application or experimental phases may help
differentiation in classes. During the class's introduction part, you may want to utilize visuals
to reinforce the previous lesson while also providing a higher-level question to stimulate the
interest of bright students. This might be done in various ways, including breaking students
into groups to discuss their progress so far. When it comes time for students to do their
research, you may provide them with resources (Mora-Flores, 2022). By offering a variety of
mediums such as articles, podcasts, videos, models, and experimental possibilities, you
make the issue accessible to everyone. Ask questions and explain how to understand the
stuff you're reading using the think-aloud technique. While pupils are working alone, you are
free to speak with them one-on-one. Encourage and guide young people in developing
critical thinking skills.
There are many different ways to implement differentiation in the classroom. Differentiation
may help your classroom accommodate various skills and talents (Mora-Flores, 2022). Try
out several approaches to find which one works best for you and your students. Students
may benefit from participating in peer interaction groups. As with every kind of organization,
each type has its unique advantages. During group talks, switching partners or groups may
also assist in maintaining new viewpoints. Teachers may aid students in improving their
academic language by providing them with language resources like sentence frames and
significant literary vocabulary terms.
Deliberate grouping is another way instructors place students together based on shared
interests, same backgrounds, or similar life experiences (Mora-Flores, 2022). For example,
students who are eager to learn more about a subject or who have diverse academic
abilities may work together to answer a question from your lesson plan. They use their
common interests or traits to enhance their connection to the subject matter.
A pupil's capacity to learn must be taken into account in a variety of ways. Students in our
classrooms should be seen as persons rather than as numbers, according to Mora-Flores.
References
Mora-Flores, E. (2022). Diversity of and Differentiation for Gifted English Learners. Creating
Equitable Services for the Gifted: Protocols for Identification, Implementation, and
Evaluation (pp. 135-149). IGI Global.
Tracy Watkins
Sep 18, 2023, 2:33 PM
Unread DQ 1 alternative topic
Check for Understanding: Scaffolded Instruction
Last week, we talked about ELL differentiation based on the language level of the
student. With this in mind, when would you scaffold a learning task and when would
you pull back the support? Think about this in terms of what the student needs.
When I have a student that is not able to understand how to complete a task or I see
that my student is struggling to grasp a topic requirement, I would use scaffolding
techniques. I would give them extra time to turn the required work in. I would also
give these students a “buddy” that could help them understand the lesson. I would try
these techniques out before going any further. I would also collect a lot of data for all
the things that are offered and what worked and what did not.
If the student is still struggling, I would pull a support team in and talk about
additional options with the data at hand and then move into a more in-depth
scaffolding option. When you have done as much as you can and you’re in the general
education setting this is when you request a meeting to talk about an IEP or other
forms of advance assistance.
When your student can meet the goals and is able to keep up with the lessons just as
everyone is expected to do, without the need for instructional support, then and only
then do you stop providing extra support.
As long as your student needs this instructional support, and cannot be successful
without assistance, the teacher and support staff should continue to provide this help.
Have a blessed day!
SherryLynn
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Tracy Watkins
Sep 18, 2023, 2:34 PM
Unread DQ 2 alternative topic
Class,
It has been a pleasure serving as your professor! This is an incredible group of
learners, and I hope that you have learned from each other as much as I have learned
from you. Please do take the time to complete the End of Course survey. This survey
helps GCU and I know what adjustments we need to make to the course as well as the
instruction.
May you continue to be a blessing to those around you!