Examine best practices for teaching english language learner

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Reference no: EM131409756

Assignment

Strategies for the Four Domains

There are four domains in English Language Development (ELD): reading, writing, listening, and speaking, as described in Chapter 2 of your text. In this assignment, you will research the four domains and find effective instructional strategies utilized to facilitate ELD.

Write a paper that includes the following:

Identify at least five strategies

A narrative describing each strategy

Assign each strategy a domain and justify why it is most effective in that domain

Summarize when each strategy should be used: early on as an English language learner, later as a long-term English learner, or both

The Paper

Must be two to three double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center.

Must include a title page with the following:

Title of paper

Student's name

Course name and number

Instructor's name

Date submitted

Must begin with an introductory paragraph that has a succinct thesis statement.

Must address the topic of the paper with critical thought.

Must end with a conclusion that reaffirms your thesis.

Must use at least one scholarly source (e.g., teacher resource book, journal article, professional website) in addition to the course text.

Must document all sources in APA style, as outlined in the Ashford Writing Center.

Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center

Learning Outcomes

This week students will:

? Examine best practices for teaching English language learners.

? Analyze the impact of the No Child Left Behind legislation on English language learners.

? Define long-term English language learners and the instruction to meet their needs.

? Differentiate among the four language domains and how they are accessed by second language learners.

Post Your Introduction

Option 1: Post a brief introduction that includes your background and reasons for pursuing your degree. Why are you taking this English language learner course? In what specific ways has the changing demographics for English language learners affected your decision to pursue this area of expertise? Respond to at least three of your classmates' posts.

Option 2: Create an acronym using your first and last name wherein you provide your personal best practices when it comes to teaching English language learners. For example, if your first name were Bea, you might write:

Be an advocate for my English language learners,

Educate myself on the population and culture of my school,

Always use simpler phrases rather than watered-down content.

Respond to at least three of your classmates' posts.

What's Next for English Language Learners?

Using information from Chapter 1 and the "A Guide to No Child Left Behind" article, identify the mandates of the No Child Left Behind Act that affect English language learners (ELLs). Compare the drop-out rate of students in the United States and students in the state in which you live. How do you think the waiver will affect the current drop-out rate in the United States and your state of residence? How will any changes to the No Child Left Behind Act affect ELLs?

Guided Response: Review several of your classmates' posts and compare the drop-out rate in your state to that of their states. Reflect on the existing No Child Left Behind Act and how it may affect the drop-out rates of ELLs, Discuss what you believe accounts for the difference in drop-out rates between your state and your classmates' states. Respond to at least two of your classmates and provide recommendations to extend their thinking.

Long-Term English Language Learners

Chapter 1 of our text defines long-term English learners (LTELs) as " learners who have been enrolled for more than six years and are not making substantial academic progress" (Piper, 2015). Using information introduced in Chapter 1 and the Menken and Kleyn (2009) article, "The Difficult Road for Long-Term English Learners", address the following:

Describe the characteristics of an LTEL.

Provide suggestions on how teachers can address the challenges of LTELs to move them to a proficient level of English learning.

Share your opinion on how much accountability should be placed on administrators, teachers, students, and parents respectively.

Refer to and properly cite the sources from which you are basing your position.

Guided Response: Review several of your classmates' posts. Based on the position your classmate has taken, assume the role of administrator, teacher, student, or parent and argue the amount of accountability that has been placed on you. Try to illuminate the ripple effect of actions from any position within the educational network. Challenge your classmate so that their strategies always do what is best for students. Respond to at least two of your classmates.

Journal

Learning Reflection One

Imagine for a moment that in your community there is a negative reaction toward English language learners and the prevailing comments you hear echo the notion, "They've been here their whole lives. Why haven't they learned English yet?" What is your response to these community stakeholders? What might you need to change about yourself in dealing with confrontational issues as a teacher?

Required Resources

Text

Read from your text, Language, learning, and culture: English language learning in today's schools:

Chapter 1: The Faces of Diversity

This chapter describes the historical patterns of immigration in the U.S., and the impact of demographic factors related to ELLs on classroom teachers.

Chapter 2: Language, Learning and Culture

This chapter discusses the four domains of language and the relationship between language, learning and culture.

Chapter 3: The English Language Learner

This chapter discusses first and second language acquisition, including the four stages of second language acquisition.

Articles

Hefling, K. (2012, February 10). A guide to No Child Left Behind. The Salt Lake Tribune. Retrieved from

https://www.sltrib.com/sltrib/world/53489495-68/states-law-schools-education.html.csp

This article summarizes the No Child Left Behind legislation and the impact of President Obama's recent ruling. You will use this article for the Discussion, "What's Next for English Language Learners," in which you evaluate the effects of No Child Left Behind on ELLs.

Menken, K., & Kleyn, T. (2009, April). The difficult road for long-term English learners. Supporting English Language Learners. Retrieved from

https://www.ascd.org/publications/educational_leadership/apr09/vol66/num07/The_Difficult_Road_for_Long-Term_English_Learners.aspx

This article describes long-term English learners and reports three case studies of long-term English learners. You will use the information in this article to reflect on the characteristics of long-term English language learners and how they can be supported in the

Discussion, "Long-Term English Language Learners."

Recommended Resource

Multimedia

Chulhane, T. H. (2007, July 9). The insight zone, part I [Video file]. Retrieved from https://www.youtube.com/watch?v=YGbH2GE0LdE&feature=related

This is an inspirational video produced by Jefferson High School that depicts the benefits of sheltered instruction. You may want to refer to the information in this video in your Assignment.

Reference no: EM131409756

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