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Alford ELL Module Initial Thoughts
What do teachers need to know about students who are learning to
speak English?
o In regards to ELL students it is important to know what
language is spoken at home. English learners come from a variety of
backgrounds and a variety of socio-economic statuses and it is
unwise to make assumptions regarding the amount of support a
student has at home. The student may be the only person capable of
speaking English or the parent could be unable to offer ideal
amounts of assistance due to occupational obligations.
Additionally, it is important to know the extent to which the
student can speak, write, or comprehend English. Through my
experiences teaching students who are learning to speak English
have also taught me that it is important to inquire about a
students personal background so that you can establish a
relationship with them. Being in a new place with a language you do
not fully understand, having an instructor whom you trust to be
patient and willing to help you grasp the content as well as the
language is of paramount importance.
What are some general instructional practices that can be
beneficial to students who are learning to speak English?
o The teacher in the video modeled many instructional practices
that would be extremely important to ELL students. For example, she
spoke clearly and slowly so that she could be understood.
Additionally, she used non-verbal communication to reinforce what
she was saying. Instead of just naming her materials she had them
in front of her where she could point them out and they were
labeled. When planning assignments for students it is not enough to
only plan for teaching the content. Teachers must also consider the
words, phrasing, and terminology they are using. Also they must
consider if the lesson or activity helping students learn the
various English words associated with the content.
What should teachers consider when testing students who are
learning to speak English?
o Students who are learning to speak English have an extra set
of obstacles to overcome unlike many of their peers. In addition to
learning the content prior to the test, they also have to learn the
words that might appear on the assessment in order to be
successful. Teachers should keep these circumstances in mind when
creating assessments. While many teachers often consider the
wording of test items, clarity or cultural ambiguity of items
included in the test are sometimes overlooked. Words are an obvious
source of confusion when learning another language. However, many
English language learners are not merely learning the language;
they are learning the culture as well. Word problems, or image
interpretations, even document analysis that may in some way
include common American norms could be a cause of confusion for
English teaching students whose native cultures contrast with those
of America.
The IRIS Center for Training Enhancements. (2011). Teaching
English Language Learners: Effective Instructional Practices
Retrieved on [April, 16, 2014] from
http://iris.peabody.vanderbilt.edu/module/ell/
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What do teachers need to know about students who are learning to
speak English?
o After having read this weeks module I still agree with much of
what I said in my initial thoughts above. However, during this
module I learned a few other techniques and strategies that are key
to assisting an English language learner. Having not actually had
formal EL training I was told to use plain language and speak
slowly when explaining content to EL students. I was under the
belief that speaking any of the native language was to be frowned
upon. During my observations of the Sheltered US History course, I
noticed that the instructor did exactly what I thought was the
correct thing to do; however, I noticed that while observing the
sheltered American Government course the instructor would speak
similarly but would often inject Spanish words into her speech. As
I looked around the room I noticed the Aha moments the students
were having as a result of her injections. I think she made a
careful point to use the Spanish words to reinforce the content. I
think this shows that she was patient with the students progress
and was willing to work with the various ability levels regardless
of the level of familiarity with the English language.
What are some general instructional practices that can be
beneficial to students who are learning to speak English?
o My observations of all three classes showed some similar
characteristics. Some were very common such as slower rate of
speech, emphatic enunciation of difficult words, non-verbal
gestures, etc. However there were also some not so common or
traditional strategies employed as well. For example, a teacher
developed a warm-up that would engage the students in a
conversational dialog very similar to what the module referred to
as Basic Interpersonal Communicative Skills or BICS. Though it
would begin this way the teacher would steer the conversation by
relating it to the subject matter forcing students to use later
transition into the student using their Cognitive Academic Language
Proficiency. She told me that her students were so confident in
their abilities to answer questions about their personal lives and
things they discuss with their friends, but would clam up when she
asked them about the content. So she decided to find a way to
combine the two.
What should teachers consider when testing students who are
learning to speak English?
o I was aware of how tests can be culturally bias and sometime
exclusive. However, on the reverse side of that coin are the
misconceptions that many English language learners walk into
classrooms with. Having not been as exposed to American culture as
their American counterparts, there are ideas they have because of
limited exposure to culture and those or just a detrimental as not
understanding words associated with content. Many of these pitfalls
can be prevented by establishing a dialog and discussing the terms
associated with the content using semantic mapping. This way the
students can confront whatever misconceptions exist within the
connotations of the words associated with the content.
Having known this o Having known the information that I know now
my observations and experiences
within the ELL classrooms that I visited would have been more
contextualized. I feel as though the times that I myself worked
with ELL students I did so while
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being misguided in regards to what mightve been considered best
practices. I know now that in some case using the native language
to reinforce the content and English language comprehension can be
extremely beneficial. Additionally, I feel like I have a better eye
for BICS vs CALP and not making assumptions based on a students
English proficiency based upon their ability to hold a conversation
with me.
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Field Experience Log & Reflection
Instructional Technology Department
Candidate:
Kali Alford
Mentor/Title:
Aubrey Southall
Allison Schoo
Mary Schmitt
School/District:
Riverwood International Charter
School
Field Experience/Assignment: ELL Classroom Observations and
Interaction s
Course:
Internet Tools in the
Classroom
Professor/Semester:
Dr. Frazier Spring 2014
Part I: Log
Date(s) Activity/Time PSC Standard
April 1, 2014 Observation of Mrs. Southalls Sheltered US History
Class
4th
Period
1.2 Strategic Planning Candidates facilitate the design,
development,
implementation, communication, and evaluation of
technology-infused strategic plans. (PSC 1.2/ISTE 1b)
April 1, 2014 Observation of Ms. Schoos Sheltered American
Government Class 5th
Period
1.2 Strategic Planning Candidates facilitate the design,
development,
implementation, communication, and evaluation of
technology-infused strategic plans. (PSC 1.2/ISTE 1b)
April 1, 2014 Observation of Mrs Schmitts Sheltered 9th
Grade English
4th
Period
1.2 Strategic Planning Candidates facilitate the design,
development,
implementation, communication, and evaluation of
technology-infused strategic plans. (PSC 1.2/ISTE 1b)
April 4, 2014 Team teaching with Mrs. Southall Sheltered US
History
4th
Period
Shared Vision Candidates facilitate the development and
implementation of a shared vision for the use of
technology in teaching, learning, and leadership.
(PSC 1.1/ISTE 1a)
2.5 Differentiation
Candidates model and facilitate the design and
implementation of technology-enhanced learning
experiences making appropriate use of differentiation,
including adjusting content, process, product, and
learning environment based upon an analysis of
learner characteristics, including readiness levels,
interests, and personal goals. (PSC 2.5/ISTE 2e)
2.6 Instructional Design
Candidates model and facilitate the effective use of
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research-based best practices in instructional design
when designing and developing digital tools,
resources, and technology-enhanced learning
experiences.
(PSC 2.6/ISTE 2f)
April 4, 2014 Team teaching with Ms. Schoo Sheltered
American
Government 5th
Shared Vision Candidates facilitate the development and
implementation of a shared vision for the use of
technology in teaching, learning, and leadership.
(PSC 1.1/ISTE 1a)
2.5 Differentiation
Candidates model and facilitate the design and
implementation of technology-enhanced learning
experiences making appropriate use of differentiation,
including adjusting content, process, product, and
learning environment based upon an analysis of
learner characteristics, including readiness levels,
interests, and personal goals. (PSC 2.5/ISTE 2e)
2.6 Instructional Design
Candidates model and facilitate the effective use of
research-based best practices in instructional design
when designing and developing digital tools,
resources, and technology-enhanced learning
experiences.
(PSC 2.6/ISTE 2f)
Total Hours: [5 hours ]
DIVERSITY
(Place an X in the box representing the race/ethnicity and
subgroups involved in this field experience.)
Ethnicity P-12 Faculty/Staff P-12 Students
P-2 3-5 6-8 9-12 P-2 3-5 6-8 9-12
Race/Ethnicity:
Asian
Black
Hispanic 9,7,12
(28)
Native American/Alaskan Native
White X
Multiracial
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Subgroups:
Students with Disabilities
Limited English Proficiency 9,7,12
(28)
Eligible for Free/Reduced Meals
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Part II: Reflection
CANDIDATE REFLECTIONS:
(Minimum of 3-4 sentences per question)
1. Briefly describe the field experience. What did you learn
about technology facilitation and
leadership from completing this field experience?
All of the classes utilized a variety of technological tools to
reinforce mastery of the content as well as
increasing English language familiarity. Many of the software
resources employed were intended for
lower grade level versions of the courses. For example, many
programs in both US history and American
Government were intended to be used with the 5th grade
curriculum. My observations of the courses
revealed many of the concepts discussed within the ELL module.
For example students were given
opportunities utilize both CALP and BICS. In some case the
opportunities blended well into one another.
During my time teaching with Mrs. Southall and Ms. Schoo I was
able to see how much different it is to
teach while at the same time minding your enunciation, word
choices, and gesticulation. Additionally,
patience was different from my normal teaching experience as
well. Not that it required a different
amount of patience, but instead a different type of patience. I
learned during my observations and team
teaching that since the goal of instruction is not just
mastering the content, but also the language; you
often go into lessons knowing that you may only be able to
finish 20%- 30% in each day. As a result you
have to scale lessons back to the big ideas. These big ideas are
easily taught using technology. Software
programs that perhaps represent a LoTi level of 1-3 such as
Quizlet are utilized to test students content
knowledge as well as how well they have ascertained associated
terms and connotations.
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2. How did this learning relate to the knowledge (what must you
know), skills (what must you be able
to do) and dispositions (attitudes, beliefs, enthusiasm)
required of a technology facilitator or
technology leader? (Refer to the standards you selected in Part
I. Use the language of the PSC
standards in your answer and reflect on all 3knowledge, skills,
and dispositions.)
Knowledge- Many of the strategies described within this module
were prevalent in the classroom. I was
unaware and therefore unable to contextualize most of my
observations of the classrooms until after I
completed the module. The modules description of ESOL and ELL
programs helped me to make better
sense of the overall goal of the depth of instruction. As a US
History I find it difficult to not include much
of the complementary information surround events and
occurrences. In contrast, including these and
ESOL classroom can be very confusing for students.
Skills- There is a sort of triage that takes place when planning
to teach content in an ELL classroom. A
teachers needs to ask tough questions such as:
What are the big ideas that the kids need to know?
How can those big ideas be explained concisely?
What can be included without confusing the students?
How can I assess both their mastery of the content and use of
language?
Dispositions- As I observed I wondered how this lesson can be
enhanced by technology. The students
used Quizlet to familiarize themselves with the content as well
as how the words are used. But I still
wondered in these lessons could still accomplish the aims of
those triage questions, but at the same
time gain a higher LoTi ranking. I have not yet found a clear
cut answer to this, but this weeks module
was most helpful and was step in the right direction. I now know
that best strategies to use for ELL
students and can work to pair them with the appropriately
technologies based upon the teachers
pedagogy and the students level of English language
familiarity.
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3. Describe how this field experience impacted school
improvement, faculty development or student
learning at your school. How can the impact be assessed?
Riverwood International Charter School has a Hispanic population
of 28%. Based on the enrollment of
our feeder schools that number is expected to rise steadily in
the coming years. As a result in order to
insure that our growing Hispanic population has success rates
(scores, grades, etc) comparable to that of
other sub-groups in the school, classes will need to take on
many of the strategies of the schools ESOL
classes. While all Hispanic students are not limited English
speakers, there are differences and obstacles
presents that hinder their abilities to be successful.
Eventually these strategies will need to be paired
with technologies to amplify their effectiveness. This can be
assessed by comparing statistics such as
graduation rates, standardized test scores, placement in
advanced classes, and GPA.
