Introduction What is reading? Reading is an essential skill for English as a second or foreign language (ESL/EFL) to understand written texts. It involves both perception and thought. Reading consists of two related processes: word recognition and comprehension. Word recognition is the process of perceiving how written symbols correspond to the spoken language. Comprehension is the process of understanding the words‚ sentences and connected texts. Readers typically make use of background knowledge
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formal education in US classrooms. Urban Review‚ 42‚ 159-173. This article addresses the challenges of learning in the US for a particular English Language Learner (ELL) group known as SLIFE (students with limited or interrupted formal education)‚ who share the characteristics of having little to no English language proficiency‚ native language literacy‚ and education. Therefore‚ in order to teach SLIFE‚ there are two cultural factors that educators must consider: high-context (HC) vs. low-context
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One of the benefits of ELL supports in our schools is the opportunity they offer by helping these students to get immersed in the North American culture and learn to navigate such by themselves through differentiated instruction. We have to take into consideration that some of these students do not understand (much less interpret!) what is going on around them. ELL school supports are extremely necessary as they may be the only ones from mainstream education trying to instruct these students the
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Based on the fact that 20.6% of the district population are in the ELL program‚ an instructional strategy I would use in the classroom is using small groups and model desired skills and outcomes. ELL students need a lot of modeling and visual aids when it comes to instruction‚ without that‚ and just using lectures will have the students confused and lost and not understand the information they are receiving‚ but if the teacher is modeling what is expected of them‚ especially if they are active during
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I have been contemplating the application of ELL strategies in the area of high school‚ particularly in regards to the College and Career Readiness Standards. Mostly we have been focusing on Head start‚ pre-school‚ kindergarten‚ and elementary ELL students. However‚ if these student do not reach proficiency by fifth or sixth grade then many fall behind and possibly drop out because the English language transfers from a social English to a more academic level of English. For a portion of my field
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to educate our non-native English language students across the country is a highly charged topic that runs from the classroom to Capitol Hill. There have been many shifts in direction and focus of educational programs for English Language Learning (ELL) students during the past century in our nation’s history. In 1968‚ with the passage of the Bilingual Education Act (Title VII of the Elementary and Secondary Education Act) legislation was adopted to support programs for educating language-minority
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ELL Placement Assessments Today receiving an education is especially for teachers who understand the importance of receiving an education along with parents they set expectations so that our students can aim high and accomplish their life goals in spite of what is going on in todays society. Therefore it is important and crucial that every child is prepared properly and successfully in every academic area by the time they enter high school. After asking a view questions concerning our ELL students
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MODULE FIVE: INSTRUCTIONAL STRATEGIES FOR ELL CLASSROOMS Instructional Strategies for ELL Classrooms Angelica L. Tarver Grand Canyon University ESL – 223N SEI English Language Teaching: Foundations & Methodologies October 10‚ 2010 Abstract This paper takes a close look at various instructional strategies for teaching English Language Learners (ELL). It explores many methods and techniques utilized by ELL teachers; specific strategies include sheltered instruction‚ scaffolding
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The issues of ELL assessment that I am most interested in relate to understanding the right mix of formal testing and other assessment methods to best understand both initial placement and progress toward language proficiency. It seems like the mix will be different depending on the specific context and certainly should allow for some creative assessment alternatives. I am most interested in teaching adults and I believe that assessments for adults might be significantly different than those
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whether or not distinctions in the latter are classified as "languages" or "dialects"). Countries such as the Philippines‚ Jamaica and Nigeria also have millions of native speakers of dialect continua ranging from an English-based creole to a more standard version of English. The Philippine-American connection has undergone considerable changes since then. Today‚ English - the means the Americans used to teach us via the mass media‚ the arts‚ social‚ business and political interaction - continues
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