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Chapter 1 Mindmap** Who are English Language Learners? - Coggle…
Chapter 1 Mindmap** Who are English Language Learners?
Home Language
SUPERDIVERSITY
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vary widely in oral proficiency and literacy skill
Level of English Language Proficiency
An understanding of what ELLs can do with oral and written English at different levels of English proficiency is crucial if teachers are to provide effective language and content area instruction.
Because of variations in ELLs' levels of English proficiency, effective instruction would look quite different. (Differentiated instruction is needed)
WIDA's CAN DO Descriptions of ENG Proficiency Levels (PreK-12)
Social-Economic Status
Out-of-school factors affect academic success of students living in poverty.
Academic achievement gap BTW students from high and low income families
Educational Achievement
A wide gap in academic achievement btw poor, minority, and ELLs and middle-to upper-class white students
drop-out rates and graduation rates
vast funding inequity in our state public education
researchers noted the irony of assigning students with the greatest needs to be least qualified teachers.
Poor and minority students tend to have parents with low levels of education who are unable to provide assistance with difficult school work/afford supplemental educational services.
Funds of Knowledge (Luis C. Moll) that are present in students' homes and communities
Body of Knowledge
Cultural Artifacts
Cultural Resources
Build on the considerable strengths that ELLs bring with them to school (home languages & the fund of knowledge)
Creating policies, designing programs and making instructional decisions, offering equitable access to resources and opportunities for ELLs
Special Education Consideration for ELLs
How to distinguish BTW learning disabilities and language difficulties in ELLs?
Are ELLs' academic difficulties caused by a learning disability or by struggles with second-language acquisition or some other factor? (P17)
RTI (Response to instruction and intervention):learning environment,personal and family issues, physical and psychological development, previous schooling, social and academic language development, academic achievement in both languages, cultural differences
Using (RTI) or multi-tiered systems of support (MTSS) to provide differentiated instruction and to identify students in need of more supplemental instruction/intensive individualized support through special ed. services
Cultural Diversity of ELLs and Issues that may impact their identity development
know student's cultural backgrounds and how culture influences learning at school.
norms and values (ways people interact with and make sense of their surroundings)
etiquette (eye contact, notions of modesty, ways of ordering of time, conversational patterns, approaches to problem solving, preferences for competition/cooperation, conceptions of beauty, status and mobility.
must be careful to avoid stereotypes and generations
It's important to recognize ELLs may not necessarily come from a singular cultural or linguistic background.
Common Misconception: All ELLs are immigrants born outside of U.S.A.
Significant differences BTW US-born and foreign-born ELLs, even among students from the same ethnic group.
ELLs in US-born and foreign-born groups bring to school a different set of strengths and challenges.
Identity & Ideology
Language plays a major role in the development of identity
student's identities are socially constructed through their language-mediated interactions and relationships.
ELLs' academic success depends in large part on how the school and the wider society treat them, their language, culture, families and community
Creating new, positive sociocultural identities help ELLs negotiate the dynamic new world in which they are living,rather than encourage them to assimilate to mainstream norms.
Multicultural education help prepare students to live in a multicultural society, with attention to the complex social challenges: racism,discrimination, and other issues of inequity
Understanding diversity informs effective practice
Knowing a student's ethnicity are country of origin.
The more teacher knows about a student's experiences, the more s/he can assume about the expertise that student is likely to have.
Discussion on how an understanding of the diversity among ELLs is essential to inform effective practice.
emphasizes diversity within diversity and considers many factors: race,culture,language,ethnicity,education level,migration history and socioeconomic status.
Promoting Bilingualism on the individual and societal levels
Encouraging ELLs to maintain and develop their home languages while they develop proficiency in ENG benefits the individual ELL, family, community and nation
Learning more about ELLs: Language and literacies, ELP level, educational history, length of time in America, reason for immigration,number of siblings, parents' educational history, employment, proficiency in ENG and other languages.
