al 2014 the socio emotional skill of an ELL capacitates or incapacitates the

Al 2014 the socio emotional skill of an ell

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mentioned from Winsler et. al (2014), the socio-emotional skill of an ELL capacitates or incapacitates the school readiness of a child. I say capacitate because, if the child social predisposition is positive despite poverty, more likely this learner would achieve fluency albeit slow. However, if an English learner lacks social skills and other familial factors such as parental limited education, poverty status, immigration generation, which are linked to the speed of
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second language acquisition then, the English learner clearly needs a high-quality support from its teachers. According to Genesee’s (2016) study, the academic success of an ELL can be also be jeopardized by issues related to school and school district policies and practices (including assessment requirements), the quality of educational materials, instruction and curriculum, teachers’ attitudes and inadequate teacher preparation. So, I quite agree with your stand that teachers must be sensitive and should get to know the story behind every English learner in class to respond accurately to their learning needs. Build relationships based on trust and confidence to overcome barriers. I know this is a lot for a teacher to do, I just hope someday, teachers would be greatly appreciated for all their hard work in bringing people together with love and mutual respect. What grades and subjects are you teaching Devonna? References Genesee, F. (2016). Rethinking early childhood education for English language learners: the role of language. Early childhood education in English for speakers of other languages , 21-42. Winsler, A., Kim, Y. K., & Richard, E. R. (2014). Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty. Developmental psychology , 50 (9), 2242.
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  • Summer '19
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