ELL Training Assignment

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School

Tarleton State University *

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Course

5600

Subject

Linguistics

Date

Oct 30, 2023

Type

docx

Pages

Uploaded by CorporalUniverseDinosaur5

ELL Training Assignment I selected and read 4 articles in relation to supporting English Learners. Two were from the TEA website and two were from the Colorin Colorado website. Both sites were rich with information that can be useful in equipping teachers to meet the needs of English Learners. I selected four articles as outlined within the assignment to read and report. The following paragraphs cover a highlights and important information from the articles and what I learned from each one. The first resource article I read was on the TEA website entitled Cross Reference Checklist for EB/Dylexia. This article provided a wealth of information to aid teachers in instructing English learners who could possibly have dyslexia. While there are many ways to offer supports to language and literacy development for English learners it is important to recognize if there are other learning challenges such as dyslexia so the appropriate additional resources and supports can be provide as quickly as possible. I learned from this article that the State of Texas refers to English Learners as Emergent Bilinguals. They require all EB teachers to complete training and testing through the state to become certified to teach EB students. I also learned that utilizing the student’s primary language when providing instruction helps with English language development because students are able to make connections with second language acquisition supports. So, when reading behavior show unexpected difficulties that do not support age and proficiency levels, this is a sign that there could be a learning barrier other than language. This is helpful because the article provides a checklist of specific things to look for that can be utilized to help identify EBs with dyslexia. Tier 1 language supports for EBs already cover a variety of instructional supports however, additional aid that can be provide with adequate documentation to support the need. I also liked that the article also provides examples what this supporting documentation should look like, along with a list of additional resources for other related learning disorders so that teacher will know exactly what to look for. The next article I looked at was intitled Multitiered Instructional Systems for ELLs. This article was more of a guide, providing an instructional framework for the language and learning needs of EBs. The components covered in this guide can be used for Els with or without learning disabilities. The focus was on multitiered levels of support that include collaborative input from the family and educator to provide supports to the student as whole, focusing on the role language plays in the student’s academic success. With classrooms across the nation becoming more diverse, it is necessary to accurately identify and address the unique language and learning needs of all ELs. I learned that most gaps in achievement occur when there is no cultural and linguistical responsive supports. I also learned that while the Response to Intervention (RTI) is effective in addressing the need of native English-speaking students with reading difficulties, we can not just assume the same framework applies to EL. Yes, by identifying these gaps, you respond with intervention but for EL this is where the multitiered concept comes into play. This includes providing strong, high-quality core instruction, universal screening for any education difficulties, intensive and supplemental interventions all with systematic progress monitoring. According to this article, research shows that when this framework is embraced and implemented with fidelity, EL are more responsive to learning and literacy. The article concluded with giving clarity of each phase with the multitiered system of support and providing an overview of the model sites. On the Colorin Colorado website I read and reviewed the Classroom Strategies and Tolls article. This article focused on using visuals such as graphic organizers, posters, and pictures for vocabulary and how

important these visual tools can be to students in general but especially Els. By using visuals, this helps when providing direct instruction or scaffolding instruction and helps ELs feel more confident as they partner in their learning and literacy. They are able to build on their knowledge to make connections that strengthen comprehension. I love the fact that veteran teachers were chosen to share the strategies and tools and learned that using the visual actually helps me the teacher because I can use this visual aid to convey a message or meaning that I may have difficulty getting a student to understand. I also learning it is so important to find the student strength and to give positive affirmations. By focusing on a student strength rather than calling constant attention to their weaknesses you promote a positive learning environment. The overall goal is to promote student engagement and willing participation in classroom activities. When we make content more accessible and keep a positive and uplifting classroom environment, students thrive and feel more comfortable. The student/teacher relationship is stronger and each experience less frustration, stress and feeling of discouragement during the learning process. The final article I read was Project-Based Learning for ELLs on Colorin Colarado website. I am a huge fan of Project-Based learning so I was drawn to this article immediately, yet save it for last because I wanted to focus on strategies covered within in the article with intention to implement them within my classroom. The article began by covering the benefits PBL can be to student in general, but definitely ELLs. English language learners can explore personal interested with hands on activities and peer interaction which provides great opportunities to practice their new language skills in a low stress setting. I learned that language barriers are erased when students are allowed time to explore, question, and make meaning through discovery. Therefore, language development becomes a natural byproduct of learning because a student natural power to innovate, create, collaborate and hypothesize with support this development. I also learned that creating as many PBL opportunities as possible fosters the students problem-solving and creative ability on a level that often cannot be mastered by traditional learning. By taking advantage and embedding language development opportunities into normal peer interactions and daily routines, you allow natural student engagement to empower and inspire further learning. I believe this ability to see their language develop unfold motivate ELL students and creates a growth mindset.

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