ipl-logo

Ell Reflection Paper

1066 Words5 Pages

1. If you had a student like Esperanza in your school, a student for whom English is a weak second language, what would you do?

Given the circumstances in this situation, an ELL program is not established for this specific school. I would try to create a small program or at least set a side time for individual help for the students. Mr. Perez is doing a wonderful job at trying his best to accommodate the students but there should really be someone who designated to fully work on behalf of the ELL students. I would get all the student identify them and set aside at least 1 hour of the week for additional assistance. I would get a langue interpreter to see what the students are feelings. As teachers or counselors, we often forget that students have thoughts, feelings and needs also. By showing the students the respect by letting them voice their opinions, we can address their issues. After meeting with the …show more content…

I think it is unacceptable for the school to know that they have a migrant student population and is virtually doing nothing to help the students. “When high standards drive classroom instruction for English language learners, it is far more likely that learning activities will be stimulating and thought provoking, with more flexibility to develop essential knowledge and skills over extended periods of time.” (Lachat, 2004) The school needs to have a regular ELL program that last for the entire school year and also a modified program for the seasonal months. It’s hard to believe that this school is only baby sitting the students and not abundantly trying to help them. With the seasonal program, it is important to include as much information as possible without an overload of information so the students don’t get overwhelm and shutdown. I think the school needs to have designated teachers for the regular year long ELL academic program and also a teacher of the migrant

Show More
Related

  • Seabourn Elementary Observation

    145 Words  | 1 Pages

    Ayleen Garcia 1 A/B Teacher: Ms. Zapata Where: Seabourn Elementary Time: 3 hours 8 minutes My observation purpose for this week was to observe and figure out the inclusion plan indicated for the classroom. A bilingual paraprofessional comes and visits the classroom and helps the bilingual children that are in need of more help than usual.

    Read More

  • Summary: Latino English Language Learners

    169 Words  | 1 Pages

    In summary, as Latino’s English language learner students lag in communication skills and in science vocabulary, it is vital that educators are knowledgeable on how to prepare the students to compete in the 21st century economy. Poplin and Phillips (1993) argued that often students are wrongfully labeled as “learning disabled” due to what some educators thought as a language difference in Latino English language learners, and inadequately recognizing the relationship between vocabulary knowledge and comprehension of text. On the contrary, Campos, Delgado and Huerta (2013) suggested that educators need to recognize the misconception about English language learners and provide accommodations to support their teaching and learning in the classroom,

    Read More

  • Florida Consent Decree Analysis

    966 Words  | 4 Pages

    “The FL Consent Decree provides a structure for compliance with all the jurisprudence ensuring the rights of ELL students in Florida and equality in educational opportunities as afforded to all native-English-speaking students” (20). Non-native English speakers allow a sense of diversity in the classrooms. Diversity drives innovations, and creativity and builds on communities. The reality of community and diversity in a school environment entails that one must keep an open-mind and be willing to cooperate with others- specifically those having difficulty communicating with other students and educators because of the language barrier- and also to expand their insights on a broader scale from others indifferent to themselves rather than what they are used to encountering every day, in order to become more worldly. I completely agree with the programs that LEP students are entitled to in addition to ESOL, as they are provided to ensure equality in educational opportunities.

    Read More

  • Summary Of The 2015-2016 Texas Academic Performance Report

    548 Words  | 3 Pages

    The data collected formed the conclusion that interventions were needed in all areas aforementioned. The Dual Language department worked closely with new teachers to promote best practices and a fine tooth comb reevaluated placement for students within the programs. Professional development was aligned with student and teachers needs and teachers had the opportunity to voice the needs of certain

    Read More

  • Hispanic Student Achievement Analysis

    1074 Words  | 5 Pages

    Improving the Achievement of Hispanic Students Summary In today’s American school systems, Hispanics are among the most at-risk in the student population. They are less likely to finish high school and even fewer go on to enroll in college, let alone graduate from a higher education program. The number of Hispanic students is constantly growing, especially in urban schools, and most of those schools are desperately trying to create programs and systems to help accommodate the large number of English language learners.

    Read More

  • Initial ELL Reflection

    1569 Words  | 7 Pages

    The following discussion details my individual thoughts and perspectives regarding language learning, mainstreaming ELL students, and counting ELL students in standardized testing. Based on my personal experience of attempting to learn a second language, in addition to information shared with me by teachers at SVSD, I think learning a language is difficult. I took Spanish for five years during my secondary studies and minored in Spanish at Gannon University.

    Read More

  • English Language Learners: A Case Study

    1169 Words  | 5 Pages

    In the draw out process, the bilingual instructor helps ELLs out of the standard classroom to give content guideline. In the push-in process, the bilingual instructor goes into the standard classroom to give direction to ELLs. Our school likewise offers after-school help. This help is instructional exercise direction for ELLs offered by our bilingual certified educator three times a week. Our bilingual instructor meets with classroom educators to survey instructive qualities and needs of ELLs keeping in mind the end goal is to meet their academic

    Read More

  • Sample ELL Community Report

    1083 Words  | 5 Pages

    The team has been described by the ELL Director as “capable, smart, hard-working, passionate and professional within the learning community.” The team consists of the ELL Director, three certified ESL teachers, and one mainstream teacher. There is one certified ESL teacher placed at Southeast, one certified ESL teacher at North Grove and West, and the other ESL certified teacher is at the Middle school and High school. The ELL Director is stationed at North Grove since he is also the principal. There are two schools that do not have an ESL program because there is only one student at South Prairie Elementary School, and five students at North Elementary

    Read More

  • ELL Classroom Observation: English Learners

    1433 Words  | 6 Pages

    I observed the ELL class on Friday October 11th, 2015. The observation was done at Strawberry Point School in the Mill Valley District for 30 minutes with three English Learners from Kindergarten, which one child is Danish and two children are Koreans. I spoke with Monica who is the person responsible for the ELL program at this school. • What placement options are available to ELLs in the district?

    Read More

  • Bi-Literacy Language Education Case Study

    206 Words  | 1 Pages

    Even with those demographics, ELs are still an underserved part of our student population. Many classroom teachers are unfamiliar with the new English Language Development (ELD) Standards. Although our district mandates 45 minutes of ELD instruction many teachers do not know the difference between Designated

    Read More

  • Summary: Speaking In Tongues

    502 Words  | 3 Pages

    I would layout the flyers in the front office and throughout the school so that other teachers and parents could see and spread the word. I will hold an informational bilingual night open to all parents and other interested teachers of the lessons I hold in class that encourages both languages. Their home languages would have lessons about the cultures that last a week long. A Power Point would be created to inform parents their students are learning their home language yet are still learning the English language by doing other activities in the

    Read More

  • Bilingual Education Argumentative Essay

    1460 Words  | 6 Pages

    A majority of the United States’ population has a different native language than English. Kathleen Escamilla, an Assistant Professor of Education at the University of Arizona, states that sixty-one percent of those people share a common native language: Spanish. Because of the rising numbers of students not being fluent in English the United States began to incorporate bilingual education programs into schools so that these students could be taught English. Bilingual education programs “involve placing English as a second language (ESL) students in classrooms where instruction is given in both English and the students’ native language” according to Lee and McMahon. Since the emergence of the programs, several laws and amendments passed through Congress to make bilingual education programs more efficient.

    Read More

  • ELL Student Report

    1868 Words  | 8 Pages

    Growing up in a Spanish speaking household, I was an ELL student when I was in elementary school. My mom only speaks Spanish, and my dad speaks both English and Spanish, but his fluency in English came many years later. My first language was Spanish, but I learned English soon after I learned Spanish. As a result, I clearly remember having to take the CELDT test, which is a test that is given to any student who do not speak English at home, and is used to measure the students proficiency in English. Science is a unique subject in and of itself, because the real challenge arises when science teachers aim to my make the science content comprehensible.

    Read More

  • SRTOL

    986 Words  | 4 Pages

    Teachers aren’t entirely at fault, many documents out there focus on immigrants and how they have rights, but they don’t often go into depth about language rights. Teachers feel like its better to send children who don’t understand English very well to special education rather than ELL, they are denying them their SRTOL and pushing it under the rug, but how does that make them feel? From my personal experience I can say that being held back a year was the worst thing in my education, not only was I denied my language, but I was robbed a year of my life. My language doesn’t measure intelligence, I understand what I am doing, and I can explain it very well in Spanish. During that time, I could explain it well in Spanish, maybe not in English, but I knew what I was doing and I felt as if I was less intelligent because of the language I spoke.

    Read More

  • Spelling And Vocabulary Strategy In The Migrant Classroom

    443 Words  | 2 Pages

    During the summer of 2015 I chose to use a Spelling and Vocabulary strategy in my first grade Migrant School room. Migrant School lasts for six weeks. Most of the students that were in my class experienced some sort of school interruption and all are ESL students whose parent(s) are migrant farm workers. During the regular school year I teach second grade, however, during Migrant School I teach first grade because these are the students who will be in the second grade when the new school year begins. Each week I0 Spelling words and a Rhyme Family are introduced.

    Read More

More about Ell Reflection Paper

Open Document