Instructional Strategies for Teaching English Language Learners Math EDU 534: Diverse Family Structures October 10‚ 2012 Abstract This paper investigates and examines the needs of English Language Learners (ELL) in our classrooms today. It defines who they are‚ gives statistics at three different levels‚ nationally‚ statewide and at the school level. A few general concerns about ELL are discussed and also some positive
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PTLLS – Assignment 3 Analyse different ways in which you would establish ground rules with your learners‚ which underpin behaviour and respect for others. Within my area of teaching in counselling‚ establishing ground rules early on helps avoid group disruption. Gravells (2008:7) states ‘Without ground rules‚ disruption may occur and affect the learning of your group.’ There are many different types of ground rules that can assist in creating mutual respect from tutor to students and vice a
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needs of English Language Learners will increasingly emerge as an area of concern for schools across the nation. Collier and Thomas (2009) in their book Educating English Learners for a Transformed World‚ state “students whose first language is not English are the fastest growing demographic group in public schools in all regions of the United States” (p. 3). The National Center for Education Statistics (2017) states that the number of students who are English Language Learners has increased by approximately
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Law – English Language Learners Jennifer L Givens Grand Canyon University: ESL-523N May 22‚ 2013 It’s All About the Law – English Language Learners Are English language learners a new population? Researchers would like us to believe so but the reality is that they are actually a complex group of students‚ full of diversity in their educational needs‚ backgrounds‚ languages‚ and goals‚ who have been coming to the United States for years. An English language learner is a person that is from
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Establishing Ground Rules when teaching Adult learners. The learner experience is not just an important component when dealing with adult learners but there are areas of legislation that apply. Equality‚ health & safety and data protection are just a brief example of legislation that must be considered when working with learners. “Rules” are an integral part in any society‚ adult learning not being exempt. It is important to establish ground rules so that there is a clear understanding between teacher
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discussed what grammar is according to Thornbury. Thornbury made a point that I found quite interesting; he stated that students needed to ‘notice grammar’ (2005: 35). This started me thinking about how best to teach grammar‚ and how I could get the learner to ‘notice’ grammar. I mentioned that I currently have a proficiency level class. As with most other proficiency classes the students have been learning English for a long time and most are sick and tired of learning or being taught grammar. Not only
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Vocabulary through Pictures for Young Learners INTRODUCTION 1.1 Background All languages consist of words. Languages emerge first as words‚ both historically‚ and in terms of the way each of us learned our first and any subsequent languages. Vocabulary plays an important role because it appears in every language skills. Mastering vocabulary is very important for the students who learn English as a foreign language. It is because vocabulary is a key to young learners understanding what they hear and
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Micaela McCutcheon SIOP Lesson Plan EDU 321: Introduction to Serving English Language Learners Allison Castro February 28‚ 2011 Sheltered instruction is an approach to teaching English language learners by integrating language and content instruction by making mainstream grade level content such as science‚ social studies‚ and math more accessible (Echevarria & Graves‚ 2007‚ p 56). One of the main concepts of sheltered instruction is to center the lesson around the students‚ and provide
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English language learners enrollment in the Council member districts has remained relatively stable over the past several years. In 2007-08‚ 1.1 million ELLs were enrolled in urban schools‚ accounting for 16.5 percent of total district enrollment. In 2009–10‚ 1.2 million ELLs were enrolled‚ accounting for 17.5 percent of total district enrollment (Uro & Barrio‚ p. 26‚ 2013). The No Child Left Behind (NCLB) Act of 2001 required students in grades three through eight to be tested every year in reading
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Running Head: LEARNING STRATEGIES AND THE MULTIMODAL LEARNER 1 VARK Analysis: The Multimodal Learner and Their Preferred Learning Strategies Rebecca L. Webster Grand Canyon University: Family Centered Health Promotion May 4‚ 2014 LEARNING STRATEGIES AND THE MULTIMODAL LEARNER 2 Discovering your learning style and the learning style of the patient’s that you will be caring for‚ is essential to both their learning
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