Field Experience
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Saint Leo University *
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341
Subject
Linguistics
Date
Jun 1, 2024
Type
docx
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8
Uploaded by MasterWorldFish36
Field Experience
Makayla Brown
Saint Leo University
EDU 341: ESOL Found Cross Cultural
Professor Wittrock
04/25/2024
Hello, my name is Makayla and I'm glad to be back at elementary school for the practicum. I'm working in Mrs. J.'s kindergarten class, and if you don't mind my saying it's an experience. I'm really enjoying working in a kindergarten classroom. Working with all students is my favorite part of the job. My cooperating teacher allows me to work with the ELL students and the students that have some difficulty reading. I have been working with this particular student for a good portion of my practicum. Her name is going to be Soljee's name for the time being. Soljee is six years old, and she is in Mrs. J’s kindergarten class. She was born in the U.S., and she's been living here her entire life. But her family's from Azores, the Portuguese Islands. Her family is really big in religion, they are Catholics and here is a fun fact about Soljee. Soljee's
a princess from the Portuguese organization in the north. They speak Portuguese and English in her household. Soljee speaks fluent English but she is still labeled as a ELL student. Soljee likes herself and she likes pink, that's her favorite color. She's very fond of playing
with her toys and dogs. But I'm still not sure how many dogs she has. She's got two, maybe five, I don't know. Their names are Zelda, Daiya, Romeo, Wants, and Bruno. She is still the biggest Barbie fan in this world. She loves Barbie. She does not like the color black. She is not a dinosaur fan, and she does not like Ken from Barbie either. She does not like cars because she does not like playing with boy toys. Her favorite foods are fruits, such as bananas, oranges, strawberries, purple and green grapes, vegetables such as Carrots and Broccoli, Mac & Cheese, Crabs, Chicken, Fish, Juice, and Sandwiches. We have also had a very important conversation about the milkshakes. In her book, milkshakes are not very good, but she loves ice cream and milk, so I was confused. Christmas is her favorite holiday, and she likes to get presents as well as
spend time with the family.
BICS and CALP
I'm going to discuss Soljee's use of BICS and CALP. Let us first define these two words to get a better understanding. BICS is a social language. Essentially, BICS is a term for everyday
social skills. Example: talking to other kids during recess, calling someone on the phone. It's just social interaction with other people. Soljee's very good at interacting with people. She's always talking and laughing with her classmates. She's always front and center whenever the time comes
for recess, having a good time with her friends. The CALPS stands for the students' academic practice. Soljee's doing very well in this area when it comes to reading. Every time we've got a reading station, Mrs. J. sends the students who've been struggling with me. Soljee is not among those students, she is able to work independently during reading stations. She's good at writing, too, and she gets distracted easily. Science and social studies are done at the end of each day. We're usually watching the videos about these two topics. She pays attention, but she is easily distracted, Soljee does really well in her special classes. I usually go with them to music or art when I'm at school for my internship. In these classes, Soljee is very engaged. She’s dancing, playing instruments, drawing just overall participating.
First and Second Language Acquisition
The first language is the language that a person learns as his or her native tongue, usually in conjunction with his or her mother tongue. It's a language that people grow up with naturally. On the other hand, a language that has been mastered after first language is referred to as second language. It's a language that's not the native language of the person, but it's acquired over time. The study and learning of a language other than the first language is part of the second language acquisition process. The universal grammar can influence learning in both first and second language acquisition. Universal grammar may affect the way you learn second language, whether
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by yourself or through your first language. Age is an important factor affecting ability when it comes to the acquisition of First and Second Languages. In both first and second language acquisition, learners can often comprehend more complex language than they are able to produce. Learners go through a silent period at the beginning of the learning process. A learner's ability to learn a language can vary from one situation to another in the first and second languages. The basis of learning is a universal grammar in the first language acquisition. The knowledge of the first language also serves as a starting point for second language learning. In second language learning, the transfer between languages can be positive or negative. Children spend several years listening to languages, babbling and using telegraphic speech before being able to form sentences in their first language acquisition. In second language acquisition in older learners, learning is more rapid and people are able to form sentences within a shorter period of time.
Assessements
Onto Soljee’s scores for the assessments that she had to do. At her school they have the kids take the Star Early Literacy assessments. I've got the score and dates for her. She took the first reading test on September 9, 2023, and obtained a score of 598. She took the test on October
25th, 2023, and scored 597 on her second attempt. On the third attempt she took the test on December 6th, 2023 and she scored a 599. She took the test on February 16th, 2023 for her fourth attempt and scored a 675. Now onto her math scores. On October 31, 2023, she took her initial math test and had a score of 693. She made her second attempt on December 13th, 2023, and scored 727. On February 20th, 2023 she completed her 3rd attempt and scored a 700. Her next test will be done near the end of this month but I won’t be able to get that information because it will happen after this assignment is due.
There are many different ways fan instructor or teacher can support an ELL in the classroom. Getting to know your studemts and creating a positive learning environment for them.
Build realtionships with your students. Make them feel welcomed everytime they enter your classroom. Be mindful of how your communicate with your ELL students. Make sure you are not speaking to fast or slowly for them. Encourage you students to raise their hand even if they don’t know the correct answer, and if they get it wrong don’t say phrases like “ No that’s wrong”
or “ No anybody else.” That is incredibly discouraging to hear. I know as a student when I got an
answer wrong and my teacher esponded that way it disouraged me from wanting to answer any questiion. I can only image how an ELL studet would feel. Learning how to plan lessons that include ELL modifications. When you are planning a lesson make sure your ELL students will be able to particpate and understand the concept. Whether you decide ton incorporate more visual aids or you decide to include manipuklatices during this lesson. Sitting the ELL student next to another student who speaks the same primary langugae as the ELL studsent. Sometimes students learn better from anothewr student. Allw the student to have a dictionary that has English words and their primary language. Reaching out to an ELL teacher for assistance, If your
teacginh style is not working for the student reach out to an ELL teacher. The teacher may have a
strategyu for you to try aor they may know another way to appreoach the situation. You can even
ask if they would not mind coming into your classroom and helping out. Awareness is the first step in dealing with diversity of cultures and languages. The very act of considering culture and language skills when developing curriculum and activities makes it more likely that lessons will be inclusive. Understand your students' cultural background and show appreciation for their culture. By demonstrating respect and acceptance, teachers teach students how to embrace a variety of cultures. Learn more about students’ lives outside of the
classroom, and let that information inform lessons. Try to find examples that are relevant for students from different cultures and backgrounds, for instance. Diversity in teaching styles is to be encouraged. Making an effort to accommodate different communication preferences, cognitive styles, and aptitudes results in lessons with a greater chance of reaching all students. Encourage students to think about the benefits of the lesson in their own lives. Bring in a variety of guest speakers to the classroom.
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