ESL 536 DQS

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School

Grand Canyon University *

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Course

536

Subject

Linguistics

Date

Jan 9, 2024

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docx

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Uploaded by AdmiralButterflyPerson818

Summary of Knowledge 1. Which weekly objectives do you have prior knowledge of and to what extent? 2. Which weekly objectives do you have no prior knowledge of? 3. What course-related topics would you like to discuss with your instructor and classmates? What questions or concerns do you have about this course? Hello Professor and Class, 1. After reviewing the weekly objectives, I have prior knowledge in the different stages of writing development. 2. After reviewing the weekly objectives I don’t have prior knowledge of all the other weeks 3. I would like to know how I can set up my students to be successful. This is my first year having a class with 6 students who are just learning English and it is challenging because I don’t have the correct support to help me. What is the best first step in helping my students? Do you have any tips or tricks that you use? Topic 1 DQ 1 Discuss the demographic and home language composition of the PK-12 ELL population in Arizona. How does this affect instruction in general education classes in Arizona? How might awareness of the demographic and home language composition of the ELL population in not only your state, but in the school district or school in which you teach, help you in your future professional practice? Hello Professor and Class, According to the Arizonia School Report Card, it shows that 47% of the student demographic is Hispanic. Since we know that the majority speaks another language it will have an impact on instruction in general education classes. There more than likely will be a language barrier which is challenging, cultural differences and some students may come from a low income family. As an educator being aware of the demographic and home languages of my students is important because it allows me to differentiate my instruction, incorporate different cultures into the classroom and engage with families. I currently use Class Dojo because families are able to view my posts and messages in their home language and respond back to me. I find that they feel more involved because we have an open line of communication. AZ School Report Cards: State Reports . AZ School Report Cards | State Reports. (n.d.). https://azreportcards.azed.gov/state-reports DQ 2 Based on this topic’s readings and your own personal research on current issues in the education of ELLs, what are some of the greatest barriers preventing early childhood educational settings from meeting the educational goals of young students? For each barrier described, what possible recommendations would you make to address each one and what complexities are involved in finding solutions?

Hello Professor and Class, After doing my own research on the current issues in education of ELLs, some of the greatest barriers that are preventing early childhood educational settings from meeting the educational goals of young students would be teachers not properly trained and parent engagement. I can speak from personal experience on feeling not properly trained on how to best meet the needs of my ELL students. This is my first year with 6 students who don’t speak English. I was given no background information, no resources at all. I just had parent teacher conferences with the families and we all came up with a plan for me to get different pictures and create a book, lanyard etc for the ELL students to refer to throughout the day and at home. Give the large and increasing number of ELLs in US public schools, it behooves the educational community and the nation as a whole to improve the educational environments and opportunities for these students and their teachers. Failing to do so will put the entire education system at risk (Gandara & Hopkins, 2009). When it comes to parent involvement we can use different programs or apps that will translate what we have to say into families native language. It keeps an open line of communication and parents feel more involved because they aren’t ignored. I use the Class Dojo for my class, which allows families to pick their language so whatever I send in English gets translated into their language. It is has made a world of difference! Gandara, P., Hopkins, M. (2009). Challenges in English Learner Education. https://www.colorincolorado.org/article/challenges-english-learner-education Topic 2 DQ 1 ELL students may qualify for other services (exceptional student services/special education, gifted and talented) in addition to being identified as an ELL. What accounts for the disproportionately high representation of ELLs in ESS/special education and disproportionately low representation in gifted and talented programs? Support your response with at least one scholarly resource. What can an early childhood teacher do to accurately identify gifted and talented students within the ELL population? Hello Professor and Class, There are several factors that affect the disproportionately high representation of ELLs in ESS/special education and low representation in gifted and talented programs. One factor is the difficulty that educators have distinguishing students who have special education needs from students who are learning English as a second language. They are at a disadvantage because of the lack of educators trained to conduct culturally valid educational assessments (MAEC, 2016). As early childhood teachers, we can accurately identify gifted and talented students within the ELL population by observing student’s language and social behaviors. We can also collect background data and work samples for students, they can be enlightening in assessing language development and creativity (Bermudez, 1998). Bermudez, A., Marquez, J. (1998). Insights into Gifted and Talented English Language Learners. https://www.idra.org/resource-center/insights-into-gifted-and-talented-english-language-learners/ MAEC. (2016). English Learners and Disproportionality in Special Education. https://maec.org/wp- content/uploads/2016/04/English-Learners-and-Disproportionality-in-Special-Ed.pdf

DQ 2 Who are long-term English learners (LTEL), recently arrived English learners (RAEL), and students with interrupted formal education (SIFE)? What are some factors that influence their English language acquisition? How do the ELL special populations of refugee, migrant, immigrant, and Native American, relate to LTEL, RAEL, and SIFE? Hello Professor and Class, A LTEL, long-term English learner is a student that has received 6 or more years of services but has not developed enough English proficiency to be officially reclassified as a former EL. A recently arrived EL student has just came to school for the first time in the United States. They are exempt from taking state standardized assessments until they have finished a full year of school (New America, 2023).. A SIFE, student with interrupted formal education is a student who are recently arrived English language learners. They are the most challenging because of their limited first- language literacy skills, gaps in academic knowledge/skills, critical social and emotional needs (Custodio & O’Loughlin, 2020). Some factors that influence their English language acquisition is support at home, students personality and teaching strategies. The ELL special populations of refugee, migrant, immigrant, and Native American relate to LTEL, RAEL, and SIFE because they come from different cultures, may not have the family support at home or come from different traumas. New America. (2023). English Learners. https://www.newamerica.org/education-policy/topics/english- learners/ Custodio, B., O’ Loughlin, J. (2020). Students with Interrupted Formal Education. https://www.aft.org/ae/spring2020/custodio_oloughlin Topic 3 DQ 1 How will your knowledge of language acquisition theories enable you to support the ELLs in your classroom? Provide 1-2 specific examples of how you will apply language acquisition theories into your teaching. Hello Professor and Class, After doing some research I found that language acquisition is broken into two, the first language acquisition is a universal process no matter what a student's home language is. Babies listen to sounds and begin to imitate them and will start making words. Second-language acquisition assumes knowledge in a first language and encompasses the process an individual goes through as they learn the elements of a new language, such as vocabulary, phonological components, grammatical structures, and writing systems (Robertson & Ford, n.d.). The first example that I will use in my classroom to apply language acquisition theories is by using gestures and pointing. I have several students who don’t speak any English and when they started they would point to what they wanted. I would then in turn say the word in English of what they wanted. The second example that I will use in my classroom is modeling and using visuals. We tend to forget that students coming from another country may not understand certain things that we do on a normal basis. I have visuals in my classroom of the steps we use to wash our hands for example. We also use a visual schedule so students who are unfamiliar with our schedule can look at the pictures and see what is

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coming up next. Teachers who are aware of ELL student’s need to develop academic language fluency in English will be much better prepared to assist those students in becoming academically successful (Robertson & Ford, n.d.). Robertson, K., Ford, K. (n.d.). Language Acquisition: An Overview. https://www.colorincolorado.org/article/language-acquisition-overview#:~:text=Here%20are %20some%20suggestions%20for,to%20stages%20of%20language%20acquisition.&text=Emphasize %20listening%20comprehension%20by%20using,but%20use%20correct%20English%20phrasing . DQ 2 If content area standards are provided for every grade level, why are English language proficiency standards necessary? How do you plan to use ELP standards as an early childhood teacher? How would you explain what they are and why you use them to an ELL parent? Hello Professor and Class, The English language proficiency standards are necessary because it provides prerequisite language skills for ELLs to access academic content, which provides foundational knowledge for students who are not proficient in English (AZ Dept of Education, 2015). As an early childhood teacher I plan to use ELP standards to align my lesson plans and activities we are doing in the classroom. I can also use these standards when I do assessments with students and with differentiation within the lessons/activities. When it comes the ELL parents I would simply explain to them what the standards and and why we use them. I would say that they give us a starting point for identifying the language that students must develop to successfully access and negotiat content in and beyond the classroom (Fenner & Segota, n.d). AZ Department of Education. (2015). English Language Proficiency Standards. https://www.azed.gov/sites/default/files/2015/02/Guidance%20Doc%20%20-%203-31-15.pdf? id=54de1d88aadebe14a87070f0#:~:text=The%20ELP%20Standards%20provide%20prerequisite,are %20not%20proficient%20in%20English . Fenner, D., & Segota, J. (n.d.). Standards That Impact English Language Learners. https://www.colorincolorado.org/article/standards-impact-english-language-learners#:~:text=English %20language%20proficiency%20standards%20act,all%20students%20in%20U.S.%20classrooms . Topic 4 DQ 1 Describe the rights of parents/guardians regarding ELL services (i.e., program placement, assessment). What are some strategies for informing families of ELLs of their rights? To what degree do you think schools and teachers are ethically responsible for ensuring parents/guardians of ELLs fully understand their rights, including when the language and culture of the American school system is unfamiliar to them? Hello Professor and Class,

When it comes to the rights of parents/guardians regarding ELL services, there are five rights. 1. All children and young adults, regardless of immigration status, have the right to a free and adequate public education in the United States. 2. Schools have to provide translation for parents. 3. Schools are required to provide documents that are translated. 4. Parents have the right to request a special education evaluation at any time. 5. A school district may never ask for proof of your or your child’s citizenship (EdNavigator, 2023). There are several different strategies we can use for informing families of ELLs on their rights would be translation services to make sure any written items from school will be translated into their native languages. Next workshops or meetings to explain what the program is and what their rights are. We can also use home visits to talk about the ELL program and ask if there are any questions. Lastly we can use community outreach, there are organizations that work with ELL families. I believe that schools and teachers are fully responsible to ensure that ELL families have the basic understanding of their rights. I think that nowadays we have so many more resources that are available to ensure they know what is going on in school and be active in their children’s school career. EdNavigator. (2023). 5 Rights Families of English Language Learners Should Know. https://www.ednavigator.org/resources/5-rights-families-of-english-language-learners-should- know DQ 2 As a teacher, you may encounter many different cultures in your classroom at one time. Discuss strategies to adequately support and celebrate the cultural diversity of all students in your class. If you were to come across situations in the future where your culturally and linguistically diverse students and families have needs that are being overlooked or underserved, what can you do as a teacher to demonstrate compassion, stand for justice, and promote human flourishing? Hello Professor and Class, This year in my classroom I have over seven different cultures in my classroom. I have sent out a survey to families to respond back what holidays they celebrate so that we can be inclusive of them all. I also ask families if they would like to come into the classroom to talk about their culture, because the children feel so special that they can share a piece of them to all of us. I post pictures of different cultures around the classroom, as well as include multicultural books and dolls. The last thing thing that I do is have a Family tree board in the classroom, all of the students bring in pictures of them with their families. What I can do to show my students compassion and promote human flourishing is by making them aware that we are all different but how wonderful it is to be different because we all bring something to the table. I can also not judge students or families, I can just support them and make sure they know this classroom is a safe space. Topic 5

DQ 1 Research and summarize the stages of writing development. How is the writing development process the same for native English speakers and non-native English speakers? How is it different? Share 2-3 instructional strategies to support ELLs in their writing development. Hello Professor and Class, When it comes to writing development there are four stages. The four stages are preliterate, emergent, transitional, and fluent. During the first stage this is where students are scribbling, in the second stage, you will be able to see some letters. In the third stage letters become words and in the last stage spelling has meaning. Research has shown that reading and writing develop at about the same time in young children regardless of their native language. Children’s ability to read is directly connected to their ability to write. It is through the cognitive processes of writing that students make the connection between text and the meaning (Marrero-Colon, 2022). Some instructional strategies that ELLS in their writing development are first by modeling writing and having students label pictures which will help with building their vocabulary. We can also use peer review because they will get helpful feedback from their peers. Marrero-Colon, M. (2022). First and Second Language Writing: Is Their Development Aligned?. https://vhlblog.vistahigherlearning.com/first-and-second-language-writing.html DQ 2 Research and briefly describe each of the five features of effective language and literacy instruction: (1) explicit instruction, (2) systematic instruction with scaffolds, (3) multiple opportunities for student practice, (4) assessment and progress monitoring, and (5) feedback. Which of these features do you think will require the most intentional planning? Rationalize your choice. Hello Professor and Class, The first feature of effective language and literacy instruction is explicit instruction. Explicit instruction is a way to teach in a direct, structured way. Teachers show students how to start and succeed on a task, give feedback and many opportunities to practice (Greene, n.d.). The second is systematic instruction with scaffolds, this is carefully planned sequence for instruction and gives students different supports. The third is multiple opportunities for student practice, this is where students have the chance to practice the skills they have learned. It also gives teachers the chance to give feedback on their progress. The fourth is assessment and progress monitoring which is an a form of assessment in which student learning is evaluated on a regular basis to provice feedback about performance to students and teachers. This allows teachers to tracks students growth over the course of the school year (IRIS Center, 2023). The last is feedback which is helpful information on students work and or progress which is important so they know what they can work on to improve.

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I think the most important feature that would require intentional planning would be systematic instruction with scaffolds. The reason I chose this is because it takes time to know how your students learn best and make sure you are making differentiating your lesson to meet the individual needs of all the students. Greene, K. (n.d.). What is explicit instruction. https://www.understood.org/en/articles/what-is-explicit- instruction IRIS Center. (2023). Progress Monitoring. https://iris.peabody.vanderbilt.edu/module/rti- math/cresource/q1/p05/

ESL 536 DQS

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