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English Language Learners - Coggle Diagram
English Language Learners
Classroom Environment
Welcoming
When students enter the classroom they feel that they belong and are able to be themselves and express themselves
Accepting
Students feel accepted and able to complete work free of judgement from the teacher and their classmates in the classroom
Room for error
Students regardless of their level of English proficiency feel able to make mistakes within the classroom, learn from them, and grow in their learning
Efficient Grouping
Groups are made that best benefit the student and their level of language acquisition
Home Life
Support offerered
Parents are involved in the students learning
Parents attempt to assist students in their educational journey
Home langauge
Students are still learning in their home language while simultaneously learning English
Parents do not stifle the use of their home language
Instructional Scaffolding
Teachers Role
Teachers use scaffolding to improve students learning
Teachers try different approaches to teaching when the response to one method is uneffective
Creation of effective groups
Adding visual elements to lessons
Learning about students backgrounds and applying it to their learning
"I do, We do, You do"
Connecting students prior knowledge of concepts
Home Language
students
students are able to express their knowledge in their home language when opportunities are provided
Interactions with peers in their home language
students use their home language to communicate with one another for clarity on classroom instruction
teachers
Teachers incorporate the students home language into their learning
Teachers are willing to learn about the students home language to incorporate it into the students learning with mutual understandings of terms and concepts
English Language
Immersion
Immersion is not a sufficient way for ELLs to acquire information and knowledge in the English language
Immersion can create further confusion for students
When using immersion, isolation can happen for students acquiring English as a second language because there can be a lot of confusion associated with this,
Second Language Development Principles
Principle 1
Knowing information about learners as people and their backgrounds
Principle 2
A classroom environment is created where students are more able to learn and feel welcomed and accepted
Principle 3
Lessons are created that will benefit all students but especially those acquiring the English language
Principle 4
Lessons are scaffolded when necessary to best benefit students as learners
Principle 5
Assessing language to keep track of students learning and progress
Principle 6
Teachers collaborate and use information learned about students to improve students learning
Sheltered Instruction Observation Protocol (SIOP)
Lesson preparation
Meaningful lessons have to be prepared and created by teachers
Building Background
Teachers need to connect students backgrounds to enhance their learning experiences including key vocabulary and linking concepts
Comprehensible Output
Language and speech are used that students are able to comprehend clearly and scaffolding is used
Strategies
Instruction is scaffolded and students can apply different strategies they have been taught that are meta-cognitive, cognitive, social/affective to teach students
Interaction
Students interact with one another in groups appropriate for their level of learning while completing various activities using home languages when necessary for clarification
Practice and Application
Students are able to practice the concepts that they learned using hands-on activities using multiple language skills
Lesson Delivery
A lesson is delivered to students that they are engaged in with clear content and language objectives that is appropriate for students level of learning
Review and Assessment
Key vocabulary and content from a lesson must be reviewed and then assessing students knowledge to provide feedback and assess students understanding
Mode Continuum
Completing experiments
Students use small groups to complete experiments
Introducing key vocabulary
The vocabulary is introduced to students that pertains to the learning and will be beneficial in helping students understand concepts
Teacher-guided reporting
Teacher guides students through an aspect of their learning to associate various aspects of what they are learning and including any new language and vocabulary
Journal writing
Studnets use journals to log and track their learning and answer prompts that can be late referred back to