Tutoring Reflection

Tutoring Reflection 4
Elizabeth is a self-directed low-proficiency ELL. However, her frustration in evident, when she comprehends English yet lacks the skill to articulate her thoughts in English. When queried on her grammar strengths and areas of need, Elizabeth had a difficult time conveying some responses. However, after a review of grammar topics, she identified article usage as a strength, effortlessly constructing examples, a chair, and the notebook. On the other hand, areas of need identified were correct adjectives-noun order as well as, challenges correctly forming questions (verbally and in the written form).
The limited sample size of this analysis may not be an actual representation of Elizabeth’s true skill and may also include some “interlanguage”, lapses in applied new skills, as described by Folse
Subsequent lessons should contain affixes raising her awareness through examples. An examination of Elizabeth's writing for parts of speech provides more insight into potential areas for improvement. Her sentences adequately express her thought following an S-V-O format and included a few propositional phases “I have apples in my house” despite this, her writing lacks interest. She would benefit from lessons on adjectives, adverbs, and conjunctions making paragraphs more fluid and enjoyable to read. Though Elizabeth is rarely able to articulate correct grammatical terminology, she is acquiring a solid foundation of the English language for future learning. Apparent in her ability to compare and contrast English language and grammar rules to her native Spanish language. With just six months of ESL classes, including two months of conversational tutoring, I am impressed with her progress. It is a shame; her desire to learn is unmistakable. However, she only qualifies for nine months of free ESL classes, and she cannot afford to