classroom discussion. The subject of the study is a seven year old girl who is an English Language Learner’s (ELL) and has educational challenges in the area of language acquisition and production. She specifically struggles with participation in academic classroom discussions. In creating this case study data was collected through interviews with pertinent stakeholders who include the ELL‚ her parents‚ teachers‚ tutors‚ and the administration. The findings were compiled by grouping responses to the
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will examine the importance of having a small group reading intervention focusing on repeated reading as a Tier II model intervention. This intervention will be for elementary students who are identified as ELL to improve their reading fluency. Participants will be 6 4th grade Spanish speaking- ELL students. The participants in this study were selected based on their reading level‚ which was below grade level. Since the study is focused on one group of students it will be put together using the ABAB
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in this activity. By providing the groups with a facilitator’s it may help ELL students to hear the passage being read out loud if their reading skills are not developed enough for them to read the passage on their own. As a teacher‚ I need to identify students who are strong enough readers to fulfill this role but are also willing to help the ELL students in the class. The speaking portion of this activity allows the ELL students to communicate in small groups therefore eliminating the nervousness
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asking what the bilingual students’ strengths are‚ Melissa answered that she appreciates the diversity that her “ELLs(English language learners)” bring into the classroom including different experiences in their home countries and different background knowledge as the strengths that the students have. She said that the ELL’s mainstream English-speaking peers are very curious on their ELL peers and love to hear about their countries and why they are here. On the other hand‚ what Melissa perceived as
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be a frustrating and challenging experience. For English language learners (ELLs) school can be even more frustrating when you add the fact that these students are faces with the challenge of learning content and a new language at the same time. Science content is filled with complex vocabulary that is difficult even for regular students to comprehend. As expected‚ ELLs also struggle with the language of science. While ELLs don’t necessarily have a difficult time grasping the content‚ it is the language
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Efficient administrators must make certain their schools are in compliance with district‚ state‚ and federal educational guidelines. These statutes include identifying and delivering specified instructional lessons for students who qualify for services under Section 504 of the Rehabilitation Act of 1973‚ Individuals with Disabilities Education Act (IDEA)‚ and the students who qualify for ESOL (English for Speakers of Other Languages). Academic leaders who ensure compliance among these regulations
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and Linguistic(ELL) and the English Literatures(ENGL) are both the major academic discipline areas in the Faculty of Arts. These two disciplines could be found in the Language Center‚ at the University of Wollongong. Numerous similarities and differences between them could be exposed though they are situated within the same faculty. This report is going to research these two different areas in order to apply some comparison and contrast among them. The main divergence between the ELL and ENGL concerns
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The Florida Consent Decree is a legal document that address the civil rights of English Language Learners (ELL) students. This document focuses on their rights to equal opportunity and/or access to all of the educational programs within the education system. The Consent Decree makes sure that these students will be provided with a clear and appropriate instruction that way it balances the playing field; that way the student has a better chance of being successful. The Florida Consent Decree is broken
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speakers‚ but just as importantly‚ to English Language Learners. Since acquisition is often at the forefront of teaching ELLs‚ this important critical thinking skill can be overlooked if not directly considered. The article discusses both Socratic Questioning‚ often teacher-led‚ as well as Socratic Seminar‚ often student-led‚ and how both of these approaches hold value within the ELL classroom. Jensen defines Critical Thinking Skills as‚ “specific higher level thinking skills as compiled and described
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For students‚ the more complex achievement skills to be gained occur during middle and high school—at the age their DB services end. When ELL students not in a TWI program need high school cognitive-level skills‚ Collier and Thomas report‚ “former ELL [students] begin to make less than one year’s progress each” (as cited in Espinosa‚ 2013). The achievement gap‚ thus‚ unfortunately widens for them each year they struggle through high school
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