Clinical Field Experience A
docx
keyboard_arrow_up
School
Grand Canyon University *
*We aren’t endorsed by this school
Course
446N
Subject
Linguistics
Date
Feb 20, 2024
Type
docx
Pages
5
Uploaded by studyowl1
Clinical Field Experience A: Language Focus
Luis Angel Garza
June 23, 2023
EDU-446 Professor Eatherly
Part 1: Interview and Observation
I am currently undertaking my clinical field experience in Mrs. Michelle Prado's Autism Unit classroom. Within her classroom, there are currently four English Language Learner (ELL) students. These students are given opportunities to work with the ELL support teacher, Ms. Garza, as needed. Mrs. Prado has diligently fostered a safe and inclusive classroom environment where her ELL students are not only encouraged to actively participate but also feel at ease making mistakes. She has intentionally cultivated an atmosphere that emphasizes the development of a growth mindset among her students.
1.
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?
In my classroom, Mrs. Prado employs a variety of strategies to address both language form and function. To develop vocabulary, I incorporate explicit vocabulary instruction, word walls, and contextualized activities. Grammar is integrated into language activities and reinforced through explicit teaching when necessary. For discourse, I provide opportunities for students to engage in
meaningful discussions, presentations, and collaborative projects that require using language for academic and social purposes.
2.
How do you address the relationship between verbal and written expression in your classroom?
To address the relationship between verbal and written expression, I use a balanced approach. I encourage students to express themselves verbally through discussions, presentations, and group activities. Simultaneously, I provide explicit instruction on writing skills, such as sentence structure, paragraph development, and organization. I scaffold writing tasks, allowing students to
practice transferring their verbal skills into written form, and provide feedback to support their growth in both domains.
3.
What strategies do you implement to support the various language needs of ELLs?
I employ a range of strategies to support the language needs of ELLs. These include using visual aids, graphic organizers, and gestures to enhance comprehension. I promote cooperative learning to provide opportunities for language practice and peer interaction. Differentiated instruction is key, as I modify materials and tasks to accommodate diverse language proficiency levels. I also incorporate technology tools, such as language learning apps and interactive websites, to engage and support language development.
4.
How do you provide ELLs with content area instruction that meets grade level expectations while supporting their English language development?
To provide ELLs with content area instruction that aligns with grade level expectations while supporting their English language development, I employ a content-based language instruction approach. I integrate language and content by explicitly teaching academic vocabulary, providing
language scaffolds, and using visual aids to enhance comprehension. I also incorporate hands-on activities, real-world connections, and culturally responsive materials to make the content more accessible and meaningful for ELLs.
Additional Questions:
5.
How do you involve ELL students' native languages and cultures in the classroom to support their language development and overall engagement?
6.
How do you collaborate with other teachers and support staff to ensure a comprehensive and cohesive approach to meeting the language needs of ELLs across different content areas?
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
Part 2: Plan and Reflect
Mrs. Michelle Prado has identified two English Language Learner (ELL) students in her classroom, namely Perla and Anthony. While I am available to work with both students, my primary focus will be on Anthony. Throughout my time in the classroom, I observed that Anthony occasionally struggled, but he demonstrated the ability to imitate the actions of the teacher and paraprofessionals on the board. He would silently speak or repeat what the teachers said. Additionally, the teacher herself would use the Spanish language to communicate or repeat certain things to her students.
Anthony, the student I will be working with, receives individual support from the ELL teacher by being pulled out of class at least twice a week during small group sessions. Moreover, he also attends a support teacher's session once a week during computer lab time. This additional
support enables the teacher to reinforce the concepts taught in the classroom while addressing Anthony's individual learning needs and targets. Given that Anthony requires significant one-on-
one support in the classroom, strategies such as redirection, visual aids, and Spanish-to-English translations during instruction are utilized.
When I begin working with Anthony, I will employ various techniques to facilitate his understanding. These techniques include using pictures, keywords, and multiple-choice questions
with step-by-step picture instructions and accompanying text. The materials will be provided in both English and Spanish, with the English version encouraged as the primary focus. However, I will be available to assist with translations if necessary. Furthermore, Anthony will be given extended time to consider his answers in his native language, and I will guide him in discussing and expressing his thoughts in English through writing or the use of picture cards. During our
interactions, repetitive words will be employed to enhance his comprehension and retention of the concepts being taught.