B.S. Elementary Ed - Emphasis in English(LP)

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  7. ESL 423
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ESL 423

English Language Teaching Foundations & Methodologies
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Module 2

Factors Affecting Second Language Acquisition
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Kids around the World (Lg.)

English language learners have many challenges acquiring new language skills. It is important for the teacher to be aware of the contextual factors that surround the students and focus on how they can incorporate this knowledge into their classrooms and lesson plans. In the following paper the article reviewed, we learn how important it is for teachers to educate themselves on the various approaches and include them in their classroom. Although there is a great need for bilingual teachers, the following information ascertained from a current journal will assist teachers in becoming responsible for their students. The results from research suggest that teachers can greatly improve language acquisition by providing meaningful interactions between them and the student’s peers.
File Attachments:
  1. ESL 423 ~ journal review~ mod 2.docx ESL 423 ~ journal review~ mod 2.docx

Module 5

SIOP Vignette: Building Background or Comprehensible Input
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World People (Lg.)

This example displays my knowledge of analyzing a lesson plan and including plans that allow an ESL students to learn through various best practice approaches. The lesson plan is a good lesson that teachers will like to teach and enjoyable for students as well. By implementing group work and independent practice allows ESL students to learn through various avenues.

NJ- Professional Standards for Teachers and School Leaders
Standard Area 6A:9-3.3 : Professional Standards for Teachers
Standard 1: Subject Matter Knowledge. Teachers shall understand the central concepts, tools of inquiry, structures of the discipline, especially as they relate to the New Jersey Core Curriculum Content Standards (CCCS), and design developmentally appropriate learning experiences making the subject matter accessible and meaningful to all students.
Area i: Teachers know and understand:
Detail 1: In-depth the subject matter they plan to teach and the relationship of that discipline to other content areas;
Detail 2: The evolving nature of the discipline or subject matter knowledge and the need for keeping abreast of new ideas and understanding of the discipline;
Detail 3: That literacy skills and processes are applicable in all content areas and help students to develop the knowledge, skills and dispositions that enable them to construct meaning and make sense of the world through reading, writing, listening, speaking and viewing; and
Detail 4: Concepts inherent in numeracy to enable students to represent physical events, work with data, reason, communicate mathematically, and make connections within their respective content areas in order to solve problems
Area ii: Teachers value and are committed to:
Detail 1: Appreciating multiple perspectives and conveying to learners how knowledge is developed from the vantage point of the knower; and
Detail 2: Enthusiasm for the discipline(s) they teach and in making connections to every day life.
Area iii: Teachers engage in activities to:
Detail 1 : Promote the development of critical and creative thinking, problem solving and decision making skills by engaging students in formulating and testing hypotheses according to the methods of inquiry and standards of evidence within the discipline;
Detail 2: Make effective use of multiple representations and explanations of disciplinary concepts that capture key ideas and link them to students’ prior understanding; and
Detail 3: Evaluate teaching resources and curriculum materials for their completeness, accuracy and usefulness for representing particular ideas and concepts.
Standard 2: Human Growth and Development. Teachers shall understand how children and adolescents develop and learn in a variety of school, family and community contexts and provide opportunities that support their intellectual, social, emotional and physical development.
Area i: Teachers know and understand:
Detail 1: How students construct knowledge, acquire skills and develop habits of mind and how to use instructional strategies that promote student learning;
Detail 2: How student learning is influenced by individual experiences, talents and prior learning, as well as language, culture, family, and community values; and
Detail 3: How to identify and teach to the developmental abilities of students, which may include learning differences, visual and perceptual differences, cultural and socio-emotional differences, special physical or emotional challenges and gifted and talented exceptionalities.
Area ii: Teachers value and are committed to:
Detail 1: The educability of all children and adolescents;
Detail 4: The diverse talents of all students and to helping them develop self-confidence and subject matter competence; and
Area iii: Teachers apply learning theory to:
Detail 1: accommodate differences in student intelligence, perception, cognitive style and achievement levels.
Standard 3: Diverse Learners. Teachers shall understand the practice of culturally responsive teaching.
Area i: Teachers know and understand:
Detail 1: How a person’s world view is profoundly shaped by his or her life experiences, as mediated by factors such as social class, gender, race, ethnicity, language, sexual orientation, age and special needs;
Detail 2: The supports for and barriers to culturally responsive teaching in school environments; and
Detail 3: The process of second language acquisition and strategies to support the learning of students whose first language is not English.
Area iii: Teachers engage in activities to:
Detail 2: Learn about the diverse students they teach, and the students’ families and communities;
Standard 4: Instructional Planning and Strategies. Teachers shall understand instructional planning, design long and short term plans based upon knowledge of subject matter, students, community, and curriculum goals, and shall employ a variety of developmentally appropriate strategies in order to promote critical thinking, problem solving and the performance skills of all learners.
Area i: Teachers know and understand:
Detail 1: How to plan instruction based on students’ needs, developmental progress and prior knowledge;
Detail 2: Available and appropriate resources and materials for instructional planning;
Detail 3: Techniques for modifying instructional methods, materials and the environment to help all students learn; and
Detail 4: A variety of instructional approaches and the use of various technologies, to promote thinking and understanding.
Area ii: Teachers value and are committed to:
Detail 1: the development of students’ critical thinking, independent problem solving and performance capabilities.
File Attachments:
  1. esl 423 SIOP Lesson Planning.doc esl 423 SIOP Lesson Planning.doc
Author: Michelle Susanen
Last modified: 01/21/2010 5:32 AM (EST)