In your readings and research, you will find a variety of terms used to describe an English language learner. For example, terms such as English language learner (ELL) and English learner (EL) are often used interchangeably. What additional terms have been used to describe these learners? What accounts for the evolving terminology? How does the use of particular terms affect schools, teachers, and learners? What is the term used in your area (school/district/state)? What do you think is the reason this term was selected?
Based on what you now know of ESL, bilingual, sheltered English instruction, and structured English immersion (SEI), which models do you prefer to see implemented at the elementary level and why? Which models do you prefer to see at the secondary level and why?
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 a teacher do to help identify gifted and talented students within the ELL population? What are some ways you can help develop the gifts and talents of ELLs?
Which language acquisition/learning theory (behaviorist theory, nativist theory, social interactionist theory, cognitive theory, etc.) best reflects your teaching style, or the approach to teaching that you prefer? In what ways would this theory drive your teaching practice?
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 a teacher? How would you explain what they are and why you use them to an ELL parent?
As a teacher, you may encounter many different cultures in your classroom at one time. How do you ensure that you are adequately supporting and celebrating 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?
Mateo moved from Brazil four months ago and has been in your class for three weeks. You review his records and find out that he speaks fluent Portuguese and Spanish. Mateo’s favorite subject when he lived in Brazil was math and he was on the school’s soccer team. Mateo has become disruptive during math and is getting into fights during lunchtime. What can you do to help him assimilate and tap into his assets as a learner?
How can you ensure ELLs develop reading comprehension skills in the grade level or content area you teach? What reading comprehension strategies can be implemented at all levels of English language proficiency and literacy development?
Keeping in mind that all students (native speakers and those who speak English as an additional language) are at various stages of English language proficiency, how can you differentiate your instruction to meet each student’s academic needs?
Review Arizona’s approach to integrated and targeted English language instruction. How do ELLs benefit from both types of instruction? In assessing yourself, which type of instruction would require more professional experience or knowledge for you to provide effectively and why?
In your teaching career, you may have students in your class in all language proficiency levels. How would you differentiate activities to ensure you are engaging all students while continuing to meet their individual language goals? How will you support a student at a pre-emergent/emergent level and continue to challenge a student at a high intermediate language level?
When assessing ELLs, teachers must use a variety of assessments in order to get the most accurate snapshot of academic and language progress. What are some ways grade level or content area teachers can assess students in the classroom to include all four domains of language (reading, writing, listening, and speaking)?
While the assessment of students for program eligibility and language proficiency generally occurs through formal testing, what are some informal ways you can assess the learning of ELLs in the classroom? Provide 2-3 examples.
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