DQs
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School
Grand Canyon University *
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Course
446N
Subject
Linguistics
Date
Feb 20, 2024
Type
docx
Pages
10
Uploaded by studyowl1
Week 1
DQ 1
I recently summarized Every Student Succeeds Act of 2015, which was signed by former President Barack
Obama. This act was a modification of the previous No Child Left Behind Act, which was signed by President Bush back in 2005. Every Student Succeeds Act has more rigorous demands for high-quality education for all students and increased funding for preschools and elementary schools so that students can receive a better education at an earlier age. The main focus of this act is to prepare all students, regardless of their demographics, for college. It also protects students from receiving a lower standard of
education and ensures that they are equipped with the necessary skills for their future. In my area, English language learners have benefited from additional education and training that they and their families can attend. Districts focus on providing impactful education to students at a young age, so they can be trained up and ready for college. Schools in my area support ELL students by providing resources and accommodations to give them a fair educational opportunity. However, one unintended consequence of this act is that many students who speak a different language may not be adequately prepared for college or high school due to the challenges they face.
DQ 2
A significant hurdle for ELL students in reaching their educational goals is the lack of resources and support available to them and their educators. This can make it challenging for ELL learners to fully understand the material that is being taught in the classroom. Although progress has been made in providing teachers and classes to support their academic needs, these resources are often limited and do not cover the full academic day. ELL students are still required to spend several hours in the classroom with teachers who may not speak their native language fluently and who may rely on translation apps or classmates to assist with translations. This can result in significant gaps in academic knowledge for ELL learners, underscoring the importance of establishing strong relationships with these students and their families to ensure they receive a fair and free public education. (CORE, 2022).
REFERENCE CORE. (2022, February 12). Breaking Down Language Barriers for English Language Learners: How to Support ESL Students in the Classroom. Teacher Professional Learning | Literacy, Math | MTSS. https://www.corelearn.com/how-to-support-esl-students-in-theclassroom/
Replies
It's amazing to think about the progress that has been made in our education system over the years. I recently learned about the Memorandum sent to schools in the 1970's based on title VI of Civil Rights Act of 1964 (Pottinger, 1970). This was a huge step in ensuring that students were receiving an adequate education without being discriminated against based on their race, color, or national origin. I think it's great that students who spoke a language other than English were not allowed to be placed in a Special Needs class based on their language. Parents of non-English speaking students were also not excluded from receiving notifications from the school and those notifications were to be in their language. It's important that all students are given the same opportunities to learn, regardless of their language or country of origin. I'm glad to see that this is still used in schools today. Students who need assistance in learning English are still included in a regular classroom and they are given the same opportunities as
other students, as it should be. It's interesting to think about how this would now qualify the student for a 504 plan but would not require an IEP. I think the 504 plans would ensure that they were given specific tools needed to succeed in the classroom based on language instead of putting them into a classroom where the students were labeled with special needs. It's amazing to see how far we've come since the 1970's, when students who were labeled, special needs were excluded from the rest of the school or were sent to a different school entirely. Thank you for sharing your thoughts on the No Child Left Behind Act of 2001 (NCLB Act). It's great to hear that the Tulare County of Education is taking this act seriously and ensuring that it is followed in your area. The NCLB Act has certainly had a significant impact on education in the United States, and it's good to see that it is benefiting children in your community. It's especially important that the act focuses on reading and early intervention for special education students, as these are critical areas where children need support to succeed. It's great to see that the TCOE is helping teachers become credentialed and is providing education services to all students in the area. Overall, it's wonderful to see the commitment to education in your community and the efforts to ensure that every child has the opportunity to succeed.
The partnership between families and communities is indeed crucial, particularly when parents are unfamiliar with the educational system. There are several barriers that hinder schools from effectively supporting ELL students, including limited formal education, educational disruptions, lack of English proficiency, poverty, non-citizenship, familial transiency, and experiences of war or persecution as immigrants or refugees.
The recommendations mentioned in the reading emphasize the importance of creating a partnership with ELL families, providing thorough explanations of the learning process to students, and validating their feelings. Teachers play a vital role in setting tasks that help students achieve their goals, maintaining high expectations, and fostering a positive environment where praise is given when earned.
Supporting families in understanding the classroom system is crucial. Sharing tips and ideas with families can enhance their understanding and enable them to better support their child's education. By establishing strong partnerships and clear communication channels between schools, families, and communities, we can work together to address these barriers and provide a more inclusive and supportive educational environment for ELL students.
Week 2
DQ 1
Throughout my research, I have come across a few additional terms used to describe English language learners. Some examples include Limited English Proficient (LEP), English as a Second Language (ESL), and English for Speakers of Other Languages (ESOL). The evolving terminology is largely influenced by changes in education policies and laws, as well as a shift towards more inclusive and culturally responsive language. The use of particular terms can have a significant impact on schools, teachers, and learners. For instance, terms like LEP can be stigmatizing and suggest that these learners are deficient in their language abilities. On the other hand, terms like EL or ELL are more neutral and emphasize that these students are in the process of learning English. In Texas school districts, the term used is English Language Learner (ELL). This term was likely selected because it is widely recognized and used across the
country and aligns with federal laws and guidelines for supporting English learners. Overall, it is important for educators and policymakers to be thoughtful and intentional in their use of language when
referring to English language learners. By using inclusive and empowering terminology, we can create a more supportive and inclusive learning environment for all students.
DQ 2
I believe that a combination of ESL and sheltered English instruction would be effective for English language learners at the elementary level. ESL provides targeted support for language development, while sheltered English instruction integrates language and content instruction in a way that is accessible
for students at varying proficiency levels. At the secondary level, I would prefer to see a combination of sheltered English instruction and structured English immersion (SEI). SEI provides intensive language instruction in English, which can be particularly beneficial for students with limited English proficiency. However, sheltered English instruction would still be necessary to ensure that content instruction is accessible for all learners. Ultimately, the most effective approach will depend on the specific needs and abilities of the students, as well as the resources and support available to the school and teachers. It is important for educators to continuously assess and adapt their instruction to meet the needs of English language learners and create a supportive and inclusive learning environment.
Week 3
DQ 1
The disproportionate representation of English Language Learners (ELLs) in special education and ESS programs, and the low representation of ELLs in gifted and talented programs, is a phenomenon that has
been studied and discussed in the academic literature. According to a report published by the National Research Center on Learning Disabilities (NRCLD), this phenomenon is due to a range of factors including
language barriers, cultural and educational inequities, and a lack of resources and support for ELLs.
Language barriers are a major factor in the disproportionate representation of ELLs in special education and ESS programs. When ELLs are not able to communicate effectively in the language of instruction, they may be labeled as having "learning disabilities" or "behavioral issues," resulting in their placement in special education or ESS programs. Furthermore, their lack of proficiency in the language of instruction may lead to misunderstanding and misdiagnosis of their needs by educators (Orellana, 2017).
Cultural and educational inequities are also major contributors to the disproportionate representation of
ELLs in special education and ESS programs. For instance, many ELLs are not exposed to a variety of educational opportunities due to their limited access to resources, such as textbooks and technology (Suarez-Orozco & Suarez-Orozco, 2001). This lack of access to resources can lead to lower academic performance, which can then lead to the misdiagnosis of "learning disabilities" or "behavioral issues" and the placement of ELLs in special education or ESS programs (Orellana, 2017).
The lack of resources and support for ELLs is yet another factor that contributes to the disproportionate representation of ELLs in special education and ESS programs. For example, many schools lack the resources and personnel needed to provide the necessary services and support for ELLs, such as bilingual
counselors and teachers (Orellana, 2017). This lack of resources and support can lead to frustration and confusion for ELLs, resulting in their placement in special education or ESS programs.
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In contrast, ELLs are disproportionately underrepresented in gifted and talented programs due to a lack of appropriate identification and assessment procedures for ELLs. For instance, many assessment tools used to identify gifted and talented students rely heavily on language and reading skills, which can be difficult for ELLs to demonstrate (Orellana, 2017). Additionally, many teachers and administrators may not have the training or resources to properly assess ELLs and identify those who may be gifted and talented (Suarez-Orozco & Suarez-Orozco, 2001).
In conclusion, the disproportionate representation of program special education and ESS programs, and the low representation of ELLs in gifted and talented programs, is due to a range of factors including language barriers, cultural and educational inequities, and a lack of resources and support for ELLs. It is important for educators and administrators to be aware of these factors in order to ensure that all students have access to appropriate educational opportunities and resources.
References: Orellana, M. F. (2017). Understanding the Underrepresentation of English Language Learner Students in Gifted and Talented Education Programs. Gifted Child Quarterly, 61(2), 144-156.
Suarez-Orozco, C., & Suarez-Orozco, M. (2001). Children of Immigration. Cambridge, MA: Harvard University Press.
DQ 2
As a future educator, there are several strategies and approaches that I have seen as a teacher assistant that have been implemented to help identify and support gifted and talented students within the English
Language Learner (ELL) population. Here are some suggestions that I have seen used in my campus:
1.
Observation and assessment: Engage in careful observation of students' behaviors, learning styles, and interests. Monitor their academic performance, participation, and progress. Utilize both formal and informal assessments to gather information about their abilities and potential.
2.
Collaboration with other educators: Collaborate with other teachers, particularly those who specialize in English as a Second Language (ESL) or English as a Foreign Language (EFL). Share observations, insights, and assessments to gain a comprehensive understanding of the student's abilities across different contexts.
3.
Parent and community involvement: Establish strong lines of communication with parents and involve them in the identification process. Encourage parents to share their insights, cultural perspectives, and any information about their child's abilities, achievements, or talents from their home country.
4.
Differentiated instruction: Implement differentiated instructional strategies that address the diverse needs of ELL students. Provide enrichment activities, extensions, and more challenging tasks to allow gifted ELLs to explore and develop their talents further. Adjust the pace and depth of instruction to cater to their advanced abilities.
5.
Culturally responsive teaching: Incorporate the cultural background, experiences, and interests of ELL students into the curriculum. Create a supportive and inclusive learning environment that acknowledges and values their unique talents and contributions. This can foster their self-
esteem and motivation to develop their gifts.
6.
Enrichment programs and extracurricular activities: Encourage ELL students to participate in enrichment programs, clubs, or competitions that align with their talents and interests. These opportunities can provide them with a platform to showcase their abilities, collaborate with like-
minded peers, and further develop their gifts.
7.
Individualized education plans: Develop Individualized Education Plans (IEPs) or personalized learning plans for gifted ELL students. Tailor instructional strategies, goals, and assessments to meet their specific needs, while also considering their language development requirements.
8.
Professional development: Seek professional development opportunities to enhance your knowledge and understanding of identifying and supporting gifted ELL students. Attend workshops, conferences, or courses that focus on cultural diversity, second language acquisition, and differentiated instruction for ELLs.
9.
Peer collaboration and mentoring: Facilitate peer collaboration and mentoring opportunities for gifted ELL students. Pair them with academically strong peers who can serve as role models, guides, or language learning buddies. This can foster social-emotional growth and provide additional support in their language development.
10.
Ongoing monitoring and support: Continuously monitor the progress of gifted ELL students and provide ongoing support. Regularly communicate with the students, their parents, and any support staff involved to ensure their unique needs are being met and to make necessary adjustments to the instructional approach.
By implementing these strategies, educators can help identify gifted and talented ELL students and provide them with the support, challenges, and opportunities they need to develop their gifts and talents to their fullest potential.
Week 4
DQ 1
As a future educator, I find that the social interactionist theory best reflects my teaching style and approach to teaching. The social interactionist theory emphasizes the importance of social interaction and communication in language acquisition. It suggests that language learning occurs through meaningful interactions with others, and that language is not solely acquired through individual cognitive processes.
Adopting the social interactionist theory would drive my teaching practice in several ways. Firstly, I would
prioritize creating a supportive and interactive classroom environment where students feel comfortable engaging in conversation and collaboration. I would encourage students to engage in meaningful discussions, group activities, and cooperative learning tasks, as these interactions provide opportunities for language development.
Secondly, I would promote authentic language use by providing real-life contexts for learning. This could involve incorporating role-plays, simulations, and projects that require students to use language in practical and meaningful ways. By doing so, students can connect their language learning to real-world situations, enhancing their motivation and engagement.
Additionally, I would emphasize the importance of scaffolding and providing support for students' language development. This could involve providing models, visual aids, and language resources to help students understand and express themselves effectively. I would also encourage peer-to-peer interactions, as students can learn from one another and provide valuable feedback and support.
Furthermore, assessment and feedback would be integral parts of my teaching practice. I would employ formative assessments, such as classroom observations and student self-reflections, to gauge students' language progress and identify areas for improvement. I would also provide constructive feedback that focuses on both language accuracy and communicative effectiveness, encouraging students to continuously develop their language skills.
Overall, by embracing the social interactionist theory, my teaching practice would revolve around creating a language-rich and interactive environment that supports students' language acquisition through meaningful social interactions, authentic language use, scaffolding, and ongoing assessment and
feedback.
DQ 2
As a future educator, I recognize the significance of English Language Proficiency (ELP) standards alongside content area standards. While content area standards outline the academic knowledge and skills students should acquire at each grade level, ELP standards specifically address the language proficiency development of English language learners (ELLs). Here's why ELP standards are necessary and
how I plan to utilize them as a teacher. ELP standards are crucial because they focus on the unique language needs of ELLs. These students are in the process of acquiring English as an additional language, which can pose challenges in understanding and expressing themselves effectively in academic settings. ELP standards provide guidance and benchmarks to ensure that ELLs are supported in their language development while also accessing and achieving content area standards.
As a teacher, I would use ELP standards to inform my instruction and design appropriate learning experiences for ELLs. By aligning my teaching practices with the ELP standards, I can ensure that I address the linguistic needs of my ELL students and create opportunities for them to develop their English language proficiency across reading, writing, speaking, and listening domains. To explain ELP standards to an ELL parent, I would emphasize that these standards are designed to support their child's language development in English, which is crucial for their academic success. I would clarify that ELP standards are not meant to replace content area standards but to complement them, ensuring that their child can access grade-level content while simultaneously advancing their language skills.
I would explain that ELP standards provide specific language goals and expectations at each proficiency level, helping me as a teacher to plan lessons and provide appropriate instruction tailored to their child's
language needs. I would emphasize that ELP standards are meant to support and scaffold their child's language growth, gradually moving them towards full English language proficiency. Furthermore, I would
assure the parent that ELP standards also guide assessment practices. Assessments aligned with ELP standards provide valuable insights into their child's progress in English language development, allowing for targeted support and personalized instruction. Overall, I would convey to ELL parents that ELP standards are an essential tool for supporting their child's language acquisition and ensuring equitable access to academic content. By aligning instruction, assessment, and support with ELP standards, we can
work together to promote their child's English language proficiency and academic success.
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Week 5
DQ 1
As a teacher, recognizing and honoring the cultural diversity of my students is essential for creating an inclusive and supportive learning environment. Here are some ways I ensure that I adequately support and celebrate cultural diversity in my classroom. From striving to incorporate diverse
perspectives, experiences, and examples in my curriculum and teaching materials. By including content that reflects different cultures, I help students see themselves and their backgrounds represented in the learning process. Fostering an atmosphere of respect and appreciation for all cultures by encouraging open discussions about traditions, customs, and celebrations. I encourage students to share their cultural experiences, allowing them to educate their classmates and promoting mutual understanding. To engaging in group work and collaborative projects provides opportunities for students from different backgrounds to work together, fostering a sense of unity and appreciation for each other's unique contributions. I ensure that all students feel included and valued during these activities. As well as recognizing that families are an integral part of a student's cultural identity, I actively involve them in the educational process. I establish open lines of communication, seek input, and create opportunities for families to share their traditions and cultural practices within the classroom.
If I were to come across situations where the needs of culturally and linguistically diverse students and families are being overlooked or underserved, I would take the following steps to demonstrate compassion, stand for justice, and promote human flourishing. From actively listening to my students and their families to understanding their concerns and needs. By demonstrating empathy, I can create a safe space for them to express themselves and feel supported. To seeking professional development opportunities to enhance my knowledge and understanding of culturally responsive teaching strategies. This would enable me to better support and address the unique needs of my students. As well as working collaboratively with other teachers, I can share experiences and strategies to better support culturally and linguistically diverse students. This collaboration can include team teaching, sharing resources, and participating in professional learning communities focused on diversity and inclusivity.
By implementing these strategies and taking proactive steps to address the needs of culturally and linguistically diverse students, I aim to create a classroom environment that values and celebrates the richness of cultural diversity, while ensuring that every student feels supported, included, and empowered to thrive.
DQ 2
To help Mateo assimilate I would start by establishing a strong and trusting relationship with Mateo by showing genuine care and interest in his well-being. Take the time to have individual conversations, allowing him to express his feelings and concerns. Followed by understanding the underlying reasons for Mateo's disruptive behavior and involvement in fights. It could be related to the transition, language barriers, or a need for acceptance and belonging. Consider implementing strategies to address his emotional and social needs. As well by offering additional assistance to Mateo in math, his
favorite subject. Provide challenging assignments or enrichment opportunities that align with his abilities
and interests. This can help him feel engaged and motivated in the classroom. By teaching Mateo and his
peers’ effective strategies for resolving conflicts during lunchtime. Encourage open communication,
empathy, and problem-solving techniques. It will establish a safe space for Mateo to express his concerns
and help him develop healthier ways to navigate social situations.
Remember, each student's journey is unique, and it is important to provide ongoing support and monitor Mateo's progress closely. By focusing on his assets, addressing his needs, and fostering a supportive and inclusive environment, we can help Mateo assimilate and thrive as a learner in his new educational setting.
Week 6
DQ 1
As a future teacher, there are several ways to ensure English Language Learners (ELLs) develop reading comprehension skills in the grade level or content area I will hope to teach. Here are some strategies that can be implemented at all levels of English language proficiency and literacy development in students. From teaching key vocabulary words and concepts before reading a text. Using visual aids, real-
life examples, and encourage students to use context clues to understand unfamiliar words. Having students engage in pre-reading activities such as brainstorming, predicting, or activating prior knowledge
related to the topic. This helps build background knowledge and increases comprehension. While reading the story allow the use of graphic organizers such as concept maps, story maps, or Venn diagrams can help ELLs visualize and organize information from the text. These visual tools support comprehension by highlighting relationships and main ideas. As well regularly assess students' reading comprehension skills through informal observations, formative assessments, and informal reading inventories. Provide constructive feedback and individualized support to address specific needs.
Remember, these strategies should be tailored to the needs and proficiency levels of your ELLs. Creating a supportive and inclusive classroom environment, fostering a love for reading, and celebrating cultural diversity will also contribute to their overall language and literacy development.
DQ 2
As an educator, it is essential to differentiate instruction to meet the academic needs of all students, including those who are native English speakers and those who speak English as an additional language (EAL). Some strategies to ensure effective differentiation are the use of a variety of assessment methods,
such as language proficiency tests, informal observations, and student interviews, to understand each student's language abilities. This will help identify their strengths, areas for improvement, and determine
appropriate instructional strategies. When grouping students together we will group them based on their language proficiency levels and academic needs. This allows for targeted instruction and the opportunity to address specific language or content-related challenges. Groups can be homogeneous or heterogeneous, depending on the learning objectives and activities. As well have modified assignments and instructional materials to match students' language proficiency levels. Provide simplified texts, graphic organizers, visual aids, or bilingual resources as needed. Adjust the complexity of tasks, vocabulary, and sentence structures to ensure accessibility for all students. By implementing these strategies, educators can create an inclusive classroom environment that meets the diverse academic needs of all students, fostering their language development, content mastery, and overall success.
Week 7
DQ 1
As a future educator, I believe that providing effective integrated instruction would require more professional experience and knowledge. Integrating language learning into various academic subjects demands a deep understanding of both language development and subject matter. The ability to design engaging and content-relevant language lessons requires expertise in pedagogy, curriculum development, and the ability to create meaningful connections between language and subject-specific concepts.
While targeted instruction also requires a solid understanding of language acquisition principles and effective teaching strategies, it may be comparatively more accessible to provide effectively, especially with a well-structured curriculum and appropriate instructional materials. Targeted instruction often involves more straightforward language exercises and drills, making it easier to implement with proper guidance.
To excel in providing integrated instruction, educators must possess the expertise to design interdisciplinary language lessons, tailor instructional strategies to individual ELLs' needs, and create inclusive learning environments that value linguistic diversity. Continuous professional development and collaboration with other educators specializing in language and subject instruction would be essential for
honing these skills.
DQ 2
In my future classroom to make sure I will meet the diverse needs of students in different language proficiency levels, I would differentiate activities in my classroom. For pre-emergent/emergent level students, I'd use visuals, hands-on activities, and simplified language to aid comprehension. I'd also encourage non-verbal communication and provide support in their native language if possible.
For high intermediate level students, I'd design complex tasks and promote content-based learning to expand their vocabulary and language skills. Engaging in debates, discussions, and encouraging language production through writing and presentations would challenge them further.
Flexible grouping, individualized learning plans, regular assessments, and personalized feedback would be integral to supporting each student's language goals and ensuring they are engaged and making progress in the classroom.
Week 8
DQ 1
As an educator, I completely agree that using a variety of assessments is essential when evaluating English Language Learners (ELLs) to obtain a comprehensive understanding of their academic and language progress. To ensure a well-rounded assessment that includes all four language domains, here are some effective ways grade level or content area teachers can assess students in the classroom:
1.
Reading: Use comprehension quizzes, silent reading logs, and reading response journals to gauge
understanding.
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2.
Writing: Assign writing prompts, timed exercises, and maintain writing portfolios to assess writing skills.
3.
Listening: Employ listening comprehension tasks and classroom discussions to evaluate comprehension.
4.
Speaking: Organize role-play activities, oral presentations, and peer conversations to assess speaking abilities.
It's important to use a mix of formative and summative assessments to continuously monitor students' progress and provide targeted support as needed. Additionally, providing a supportive and inclusive classroom environment, along with offering accommodations, when necessary, will ensure that ELLs can fully demonstrate their language and academic abilities. By employing these diverse assessment strategies, we can gain a more accurate snapshot of each student's language development and academic
growth, leading to more effective instructional planning and support.
DQ 2
As an educator, I understand the importance of formal testing for program eligibility and language proficiency assessment of English Language Learners (ELLs). However, informal assessments are equally valuable in understanding students' learning progress and gaining insights into their language development. Here are some informal ways I can assess the learning of ELLs in the classroom:
1. Observing Student Participation in Class Discussions: A teacher can observe how students engage in class discussions and group activities. This will reveal information about their comprehension and ability to communicate in English.
2. Informal Writing Tasks: To assess students' writing skills, a teacher can assign informal writing tasks such as journal entries, letters, or short essays. This type of assessment allows students to express themselves in a more relaxed and stress-free environment, which is especially important for English language learners.
3. One-on-One Conversations: A teacher can speak with a student one-on-one to assess their language proficiency and understanding of the material. This type of informal assessment allows the teacher to gain an understanding of the student's progress as well as their English strengths and weaknesses.