ESL 546- Topic 6 DQ 2

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Grand Canyon University *

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546

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Linguistics

Date

Apr 29, 2024

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docx

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2

Uploaded by smoyeda

Why is student self-reflection important as a formative assessment? What are some methods to help ELL students develop self-reflection strategies? How can you help learners at any English language proficiency level to use self-reflection strategies? Student self-reflection holds immense importance as a formative assessment tool, fostering a deeper understanding of one's learning journey. According to the EdWeek article "Assessment Reflection with ELLs and All Students" ( Ferlazzo, Sypnieski, 2012 ), this reflective practice is crucial for several reasons. Firstly, it empowers students by providing them with a platform to take ownership of their learning processes. By engaging in self- reflection, students can identify their strengths, and areas for improvement, and set meaningful goals. For English Language Learners (ELLs), the article suggests tailored methods to develop effective self-reflection strategies. The incorporation of graphic organizers and sentence frames is particularly beneficial for ELLs, providing structured language support as they articulate their thoughts ( Ferlazzo, Sypnieski ,2012 ). These methods not only facilitate language development but also enable ELLs to express their ideas coherently during the reflection process. To support learners at any English language proficiency level in using self-reflection strategies, educators play a pivotal role. Consistent and constructive feedback, as highlighted in the article, is key. Providing timely responses to students' reflections helps bridge the gap between self-assessment and academic growth. Moreover, educators can create a supportive environment that encourages regular self-reflection, fostering a culture of continuous improvement. In conclusion, student self-reflection serves as a dynamic formative assessment tool, promoting student agency and goal-oriented learning. By implementing methods tailored for ELLs and offering consistent support, educators contribute to the development of effective self-reflection strategies for learners at any English language proficiency level. Ferlazzo, L., & Sypnieski, K. H. (2021, January 19). Assessment & reflection with ells-and all students (opinion) . Education Week. https://www.edweek.org/teaching-learning/opinion- assessment-reflection-with-ells-and-all-students/2012/05 Certainly! Here's a response to Stephanie's discussion post: --- Hello Stephanie, I appreciate your insightful post on corrective feedback and the nuances between explicit/direct and implicit/indirect approaches. Your distinction between the two types of feedback provides a clear understanding of how each plays a unique role in guiding students toward language proficiency.
Providing detailed explanations, as you mentioned, not only corrects errors but also serves as a valuable learning opportunity. This approach, particularly in explicit/direct corrective feedback, aligns with the principles of formative assessment, offering students a deeper comprehension of language rules and usage. I agree that corrective feedback is especially beneficial for English Language Learners (ELLs). The examples you provided, such as explaining the correct tense usage, demonstrate the potential of corrective feedback in addressing specific language challenges. This approach not only corrects errors but also empowers ELL students by imparting a rationale for the correction. Your distinction between implicit/indirect feedback, where corrections are restated appropriately, and explicit/direct feedback, where reasoning accompanies corrections, adds a valuable layer to the discussion. Both approaches contribute significantly to the language development of ELLs, offering a multi-faceted strategy for improvement. In my experience, I've found that incorporating a variety of corrective feedback methods caters to the diverse learning needs of ELLs. It allows for a personalized approach, considering individual language proficiency levels and areas that require attention. The name of the newsletter could be something like "ELL Assessment News" or "Assessment Insights for ELL Families". You could also consider a more creative title that incorporates the idea of assessments and student progress, such as "Path to Success: Understanding Assessments for ELLs". Ultimately, the name should be informative and engaging, while also conveying the purpose of the newsletter.
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