Monday already.
And there was a lot to digest last week in terms of second language acquisition.
So just a quick review:
A Recap
ELLs bring...
- language that can be used as a bridge toward English
- culture and traditions that need to be acknowledged
- prior knowledge from previous schooling/ experiences that can be applied in the school context
ELLs flourish when...
- the affective filter is low
- multiple means of making input comprehensible are used
> graphic organizers
> realia
> real objects
> multi-media: videos, digital cameras, recordings, etc.
- time is set aside to be explicitly taught features of their language that can transfer
- time is set aside to be taught the forms and functions of the English Language
- time is set aside to practice these forms and develop their fluency
So where are we at?
- Different districts are in different places in their work on ELLs. Some are just starting to acknowledge that ELLs are part of their student population, others require ELD instruction and have implemented systematic, enforced ELL monitoring and compliance procedures and practices and others are somewhere in between
No matter where your district is in its understanding and implementation, it behooves us as educators responsible for these children to be able to develop their English proficiency and for us a society to stop failing them.
Okay. We'll leave it here for now...it's too early in the week- and late at night- to be climbing a soapbox.
- W
About Me
- Weezy
- I am an extrovert by nature and an introspect when necessary. I enjoy life and do not take it for granted. My passion is to help educators become more effective at what they do, not only through changing practices, but changing assumptions about the students they teach- particularly, students of color, Standard English Leaners, English Language learners and all others who have been systematically denied access to core curriculum and subjugated to low expectations.
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