Language Focus

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School

Grand Canyon University *

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Course

455N

Subject

Linguistics

Date

Apr 3, 2024

Type

docx

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Uploaded by CorporalGrasshopper2361

Clinical Field Experience A: Language Focus John Roper ESL- 455N 2/4/24

Part I Interview and Observation 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, I address language form and language function through various instructional strategies and activities. To address language form, I incorporate vocabulary and grammar instruction specific to the content area. I introduce and reinforce key vocabulary words related to the subject matter, ensuring that students understand their meanings and usage. This can be done through explicit vocabulary instruction, such as word walls, vocabulary games, or context-based activities. Additionally, I integrate grammar instruction by explicitly teaching grammar rules and structures relevant to the content area. This may involve providing explanations, modeling examples, and offering practice opportunities for students to apply their understanding. To address language function, I create opportunities for students to use language in both academic and social contexts. In academic settings, I design activities that require students to engage in tasks that reflect real-world language use. For example, I might assign group projects or presentations that require students to research, analyze, and communicate their findings effectively. This allows them to practice using language for specific purposes, such as explaining, persuading, or summarizing information. In social contexts, I encourage classroom discussions and collaborative learning experiences. This provides students with opportunities to engage in conversations, express their ideas, and negotiate meaning with their peers. By participating in these interactions, students develop their language skills for social purposes, such as expressing opinions, asking questions, and seeking clarification. 2. How do you address the relationship between verbal and written expression in your classroom? In my classroom, I emphasize the relationship between verbal and written expression by integrating activities and assignments that promote the development of both skills. Here are some strategies I use: 1. Modeling: I model effective verbal and written communication for my students. This includes demonstrating how to express ideas clearly and coherently through both oral presentations and written work. By providing examples, students can observe the connection between spoken and written language. 2. Collaborative Discussions: I encourage students to engage in collaborative discussions where they can express their thoughts verbally. This allows them to practice organizing their ideas, articulating their arguments, and responding to others' viewpoints. These discussions serve as a foundation for developing their written expression skills. 3. Think-Pair-Share: I often use the think-pair-share strategy to encourage students to think critically and discuss their ideas with a partner before writing. This process helps students clarify their thoughts and refine their arguments, which can then be transferred to their written work. 4. Writing Process: I guide students through the writing process, which includes prewriting, drafting, revising, editing, and publishing. During the prewriting phase, I encourage students to brainstorm and verbally discuss their ideas before putting them on paper. This verbal expression helps them organize their thoughts and develop a clear structure for their written work.

3. What strategies do you implement to support the various language needs of ELLs? I have not had many ELLs in my time as a teacher. But this is how I have handled it in the past when I had one. 1. Differentiated Instruction: I differentiate my instruction to accommodate the diverse language proficiency levels of ELLs. This includes providing modified materials, scaffolding activities, and offering additional support as needed. I may use visuals, graphic organizers, simplified texts, or bilingual resources to make content more accessible. 2. Language Support: I provide explicit language support by incorporating vocabulary instruction, sentence frames, and language structures relevant to the content area. I also encourage the use of bilingual dictionaries or translation tools to help ELLs understand and express themselves effectively. 3. Cooperative Learning: I promote cooperative learning activities where ELLs can work collaboratively with their peers. This allows them to practice language skills in a supportive environment, engage in meaningful conversations, and learn from their classmates. Pairing ELLs with proficient English speakers can also provide language modeling and peer support. 4. Visual Aids and Realia: I use visual aids, such as charts, diagrams, pictures, and real-life objects (realia), to enhance comprehension and facilitate understanding. Visuals can help ELLs make connections between words and concepts and provide context for new vocabulary or complex ideas. 5. Multimodal Instruction: I incorporate multimodal instructional strategies that engage multiple senses, such as videos, audio recordings, hands-on activities, and technology-based resources. This allows ELLs to access information through different modalities, reinforcing their understanding and language acquisition. 4. How do you provide ELLs with content area instruction that meets grade level expectations, while supporting their English language development? 1. Pre-teaching Vocabulary: Before introducing new content, I pre-teach key vocabulary words and concepts that are essential for understanding the lesson. This helps ELLs build a foundation of vocabulary knowledge and facilitates their comprehension of grade-level content. 2. Scaffolded Instruction: I provide scaffolded instruction by breaking down complex concepts into smaller, more manageable parts. This includes using graphic organizers, visual aids, and simplified language to support ELLs' understanding. I gradually increase the complexity of tasks as their language skills develop. 3. Language Support: I incorporate language support strategies such as sentence frames, graphic organizers, and language models to help ELLs express their ideas and demonstrate their understanding. This support enables them to participate actively in class discussions and complete assignments at grade level. 4. Differentiated Materials: I modify materials to meet the language needs of ELLs. This may involve providing simplified texts, bilingual resources, or audio recordings to support comprehension. Differentiated materials ensure that ELLs can access grade-level content while still developing their English language skills. 5. Cooperative Learning: I encourage ELLs to work collaboratively with their peers through cooperative learning activities. This allows them to engage in meaningful conversations, practice language skills, and learn from their classmates. Pairing ELLs with proficient English speakers can provide language modeling and peer support.

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Part II Plan and Reflect I interviewed the Econ and Personal Finance teacher at my high school. He has one student who is an ELL in his second period class. Mr. Andrews does a good job of making the material easy to understand, he shows a lot of video clips pertaining to what they are going over in the class for the day. As well as playing a lot of games that also relate to the material that they are covering. I already work with the ELL student that is in his class as part of my job since he has a 504 plan. We have devised a plan to give him an intro to the vocabulary if there are any new terms coming up that way we can start working on the earlier so he is able to have a better understanding of the work. He has also agreed to scaffold the work for this student in an effort to help him not fall behind. If or when the student shows a growth in his English comprehension the amount of work will increase a bit but not enough to overwhelm the student. Overall in the class so far the student seems to be holding his own as the videos and other visual aids have helped him grasp a better understanding of what they are talking about.

Language Focus

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