Iscuss methods for mitigating challenges encountered in the classroom given that some students are learning English as a second and third language
In most schools today, students who are non-native English speakers are integrated into the regular classroom. Students may be described in terms of their English language ability in order to create cooperative learning groups and to measure their progress. A students English language ability is often described in one of the following ways:
* Emergent Language Learner (ELL), just beginning to learn the language
* Limited English Proficient (LEP), a student who has reached a level of Basic Interpersonal Communication (BIC), that allows the student to interact with peers on a social level
* LEP can also describe a student who has some level of Cognitive Academic Language (CALP), that allows the student to interact at a deeper level with content
*Native English Speaker, a student for whom English is the first language
You have been assigned a middle school classroom with my (Elementary education specialization, K-8 ) that has a total of 30 students with one half of the stuidents speaking English only, one fourth emergent learners, and one fourth with some level of proficiency between BICS and CALP. In no more than 3 pages, for each of the strategies listed below:
a. Cite research that supports the use of each research based strategy indicated below. What does research provide as rationale for using each strategy? What does the research say about the effectiveness of the strategy?
b. Provide examples of situations or activities where the strategy is used. When might you use this strategy in the classroom with ELL students? Use examples that are cited in this research. Make sure you include in text citations in your essay.
c. Use research to indicate what the expected learning outcome is for each strategy for teaching ELL. Make sure you cite your references.
Research Based ELL Strategies:
1. Pre-instruction activities (example: semantic webbing, graphic organizers, KWL charts)
2. Visual aids, realia, maps, pictures, multimedia
3. Cooperative Groups, Peer Coaching
4. Repeat and Re-phrase
5. Music and jazzchant activities
Short, D. (1991). How to intergrate language and content instruction: A training manual (2nd ed., pp. 7-21). Washington, DC: Center for Applied Linguistics.
Freeman, D., Freeman, Y. (1988). Sheltered English Instruction. Washington, DC: ERIC Clearinghouse on Languages and Linguistics. (ERIC Document Reproduction Service No. ED301070)
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Number of sources is not exact, use what is needed to fulfill the assignment