2019_Module 5 _Reflection.docx - Running head REFLECTION 1 Reflection on Teaching English Language Learners April Hutchens American College of Education

2019_Module 5 _Reflection.docx - Running head REFLECTION 1...

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Running head: REFLECTION 1 Reflection on Teaching English Language Learners April Hutchens American College of Education
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REFLECTION 2 Introduction The role as a teacher of English language learners (ELL) are vital in the success of our second language learners. There are specific criteria to use when selecting culturally relevant books for the students. It is important to utilize the criteria to provide culturally relevant books within the classroom and/or the school library. Virginia Collier’s Prism Model and Stephen Krashen’s hypothesis are two researchers to assist in language acquisition and instruction for ELLs. The thematic, interdisciplinary units and sheltered instruction are important to teach age-appropriate content and language acquisition together using the same theme for multiple or all subject areas. A reflection piece is provided in different techniques and methods and how to use these methods in teaching second language learners using age-appropriate materials.
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REFLECTION 3 Culturally Responsive Teaching It is important for second language learners to develop sufficient oral language skills before teaching reading comprehension and writing skills (Dam, 2019d). Students cultures and backgrounds play a huge influence in selection of material methods for English learners. Taking a students’ prior knowledge and building on that will help in learning new concepts and vocabulary. Students need to use the information they already know and apply that to new information/content including new vocabulary (Krulatz, 2014). Age appropriate instruction and the practice of phonemic awareness, phonemic segmentation, and decoding words are just as important when teaching to older English language learners, (Dam, 2019d). Finding age- appropriate reading material for ELLs can be a challenge. When trying to find appropriate book selections and develop the literacy skills for ELLs, Watkins and Lindahl (2010) state a few key thoughts of what second language learners need in the book selections: prior background knowledge, increase motivation, current reading comprehension skills, current vocabulary needs, current oral fluency, and current writing skills (p. 27-28). You can also use the three stages of literacy to help guide decision making for book selections; Emergent Stage, Early Stage, and Transitional/Fluent Stage (Dam, 2019d). Emergent stage provides a strong picture base, vocabulary repetition, and bigger print and spacing between letters (“Reading A-Z”, 2019). Early Stage have more lines/pages, less dependent on pictures, increase in vocabulary, more familiar in depth topics, and less reliant on repetition (“Reading A-Z”, 2019). Transitional/Fluent Stage provide less familiarity, more text, a more challenging vocabulary, different writing styles, and more details (“Reading A-Z”, 2019).
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