ESL 440N-0500 T3 Observation A for SherryLynn Breece
docx
keyboard_arrow_up
School
Grand Canyon University *
*We aren’t endorsed by this school
Course
ESL-440N
Subject
English
Date
Dec 6, 2023
Type
docx
Pages
4
Uploaded by SherryLynnBreece1105
Clinical Field Experience A: Language Focus
SherryLynn Breece
COE: ESL 440N-0500 T3
Professor Dr. Tracy Watkins
08/24/2023
Part 1: Interview and Observation
Interview and observation with Victoria Austin on 8/21/2023
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?
Language is addressed in two forms. First it is handed to the student in
the form of a typed piece of paper in the native language, and then we
go over it as a group and the students write their words in their academic
journal in English.
Second, Language is written on a large scaled post-it notes, and we go
over the words and talk about the meaning of the word and we go
around and ask the students to define the word in their own words to
assess understanding.
We will use the words in everyday sentences and give examples of
situations that the word would be used in. We talk about the importance
of the word and how it benefits the students in their community to know
and understand the meaning and how to properly use each word to
communicate with others around them.
How do you address the relationship between verbal and written expression in
your classroom?
In the classroom there is such a big relationship between the way we
speak as well as what we write. Each student has a journal, and they are
expected to write in this journal every day. For those that are English
language learners. The staff will come around and ask them what they
want to write about, and the student will share an experience that they
were asked to write about and then the staff will assist the student in
writing down in their own words what they were their entry to say.
Reminding them that they must write everything they say. The staff will
write their words on a separate sheet of paper and then the EL student
must transfer the story into their journal on their own. When there is a
new word for the students, they are asked to look the word up in their
dictionary or journal and find the definition. Explain to the class the
meaning of the word and use the word in a full sentence to assess the
comprehension of the meaning. We have several games that we play
that are in direct relation to the world of verbal and written
communication.
What strategies do you implement to support the various language needs of
ELLs?
We try to always allow the student to use the speech to text devices so
that they are hearing the teacher’s instruction in their native language
using headphones. The teacher also provides the student with any
materials in their native language and in English. There are staff that
speak the language of the students as well so that there is a line of
communication and the students do not feel isolated.
How do you provide ELLs with content area instruction that meets grade level
expectations, while supporting their English language development?
There are staff that speak their language, and she will have the EL
students at a table in the back of the room or off to the side helping
them with the assignment. I also like to pair my students with another
student that is proficient in English that does speak the EL student’s
language.
If there is a student that is struggling with an assignment, they may be
given extra time to complete the assignment, or we do offer free tutoring
after school and transportation if needed.
At least two additional questions to discuss with the teacher.
What is your biggest concern when it comes to your EL student’s
success?
It is if I am going slow enough for the student to really learn and
develop the skills they are going to need to succeed in school and
l want to make sure that I am providing enough material and
resources for the students to grow in their education skills and
stay up to date with the pace that the class is moving along at.
What is the hardest challenge when it comes to scaffolding your lessons
for the EL students?
There are no real challenges because we have been
accommodating EL students for so long that I feel that we have a
pretty good system in place and the students are able to grow and
succeed in their academics. It is second nature to make sure that
we are providing all the proper tools of support for each of the
students. We teach special education and so we are used to
scaffolding and differentiation of the lessons to meet all students
IEP and 504 needs so EL students needs are just added in
naturally and instinctively.
There were a lot of pictures used when the teacher was talking, she spent time and
typed up her lesson and added colored images for the EL students to follow along.
There were two EL students with one instructional aid. The aide sat in between the two
students to assist the students during the lesson. She was able to speak the language
of the students and she would communicate with them quietly. I was really impressed
with the lesson that had the images on them. No matter what language you speak, an
apple is an apple. I will be using this in my classroom. When one of the students were
called on or asked a question, the Mrs. Austin would wait for the aid to translate for
the students, and she would give them a few seconds to think and process the
question and when the students were working on answering the question Mrs. Austin
would recognize the students waiting quietly for the answer and she would hand out
tokens.
For a think-pair-share the students right in front of the two EL students turned, and
they used iPads to communicate with the English-speaking students. They have a
pictogram, or they would type out their questions or answers and it was translated
into the other language. The students used speech to text most of the time but there
were a few occasions that they used typing because they were attempting to be
respectful.
When these students worked solo, they had the assignments in their native language
and in English with the images so that they could associate the words with the images.
They had their assignments on the Chromebook so that they could use their
headphones when they listened to lessons.
Student support and additional support for the ELL students:
Part 2: Plan and Reflect
During my question-and-answer session with the teacher and her aids, I learned a lot
about their concern for their EL students and making sure that they understand what
is being said. Mrs. Austin has a great group of aids and students that work well
together. She makes sure that they all have a good relationship with the El students. I
am extremely impressed with the amount of time that Mrs. Austin puts into the
development of the lessons. Prior to the students arriving for the day the staff all go
over the lesson plan and the areas of assistance and what the EL students will need
and what the aid is going to help them with and what they are going to work on their
own. Mrs. Austin is a very well-organized teacher and has everything prepared and
ready for the students when they get there. The aids do not have to be directed
because they already went over their expectations and directions from the teacher
making the lessons run through smoothly without any delays.
I asked Mrs. Austin how much extra time it takes to prepare the lessons for the EL
students like she does. She told me that it is quick now that she has the program with
all the images and the format to develop the lessons with just maybe ten minutes
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
tops. She told me that she went to a PD on the PODD book about two years ago, and
they talked about using the images for many different things and such as social stories
and for the EL students. She found that really enlightening and stored that away for
later use. She said that she had found this technique for the students to work every
well as they are able to use word association to enhance their understanding and the
words that are spoken.
The aids and the teacher work very well together as a team and they not only meet at
the start of the day, but they also gather at the end of the day and go over what
worked well and what did not work well. This is a wonderful opportunity for the staff to
get together and brainstorm for solutions on items that did not work. They go over
each student and talk about successes and areas that need improvement. They are
only allowed to address one item for each student for that day. They all make notes
throughout the day, and they use these for their closing of the day. Overall, Mrs.
Austin has a very well-oiled routine that works for the staff and the students that she
has this year. She uses many different media in the lesson to work on to ensure
comprehension. I look forward to working with the two EL students that she has in the
next few weeks.
In the next few weeks Mrs. Austin is going to show me how to develop the lessons with
the images and will give me the material that we will be working on for that week a
few days a head of time so that I have time to work on the development of the
differentiated lessons. She is going to go over the students’ strengths and weaknesses
so that I can modify the lessons for each students’ specific needs.