Recently, Sheltered English Instruction, also known as Structured English Immersion (SEI), has replaced bilingual education in a few states. Arizona is one of those states. Looking at the SEI model and bilingual education model, compare and contrast these two methods, citing advantages and disadvantages of each. As
a future educator, which model would you prefer to see implemented and why?
Two-way dual immersion programs are gaining popularity in many states. As a future educator, what are your thoughts on this type of program for ELLs? What information from the assigned readings and videos support your opinion?
Based on key legislation pertaining to English language learners (ELLs) from your state and from your readings, create a brochure, newsletter, or Glogster to be used to inform parents in your community about English immersion policies and programs. Include the following:
1.Historical developments that led to the policies regarding the role of English in their children’s classrooms.
2.Pros for the English immersion program in the community or school you have chosen.
3.At least two websites that enable parents to get additional information about the English immersion programs that parents would need to know about.
4.A description of the characteristics of a relevant English immersion program in terms of instructional strategies, time spent in the classroom with other ELL students, and time spent in regular classrooms with native speakers. You can find this information on the Arizona Department of Education website or from the Department of Education website of your state.
5.Definitions for any terms that parents would need to know.
GCU style is not required, but solid academic writing is expected .You are required to submit this assignment to Turn it in.
Why is it important for teachers to discern the cultural differences among their students? How can a teacher learn more about the cultures of their students? How could this new information influence lesson planning and student learning?
Based on your educational experiences provide an example where the cultural needs of you or your peers were not addressed. How should it have been handled?
Use resources from the required readings or the GCU Library to create a 10-15 slide PowerPoint or Prezi presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school. Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it. Include sociocultural influences on learning such as:
Include presenter’s notes, a title slide, in-text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library. GCU format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented using GCU formatting guidelines, which can be found in the GCU Style Guide, located in the Student Success Center.You are required to submit this assignment to Turn it in.
Review the information found in “Key Terms” on the “ESL Database.” Choose two terms from the database to paraphrase. How are these terms used in relation to English language learners or education in general?
Review the “Introduction to BICS/CALP” and “Basic Interpersonal Communicative Skills and Cognitive Academic Language Proficiency” in this topic. Explain why the distinction between BICS and CALP is important. Which takes longer to develop?
Each scenario in the “Language Acquisition Factors: Scenarios I and II” that includes at least three factors that affect the students’ language acquisition. Think of the language factors present for each student. Choose one scenario, and answer the following questions in a 500-word essay:
1.Identify what you see as a positive or negative force in their English language acquisition abilities.
2.How might any of these factors also affect the rate of language acquisition?
3.What other contributing factors can you identify as an obstacle or asset to your selected case study acquiring English proficiency skills?
GCU Style is not required, but solid academic writing is expected. You are not required to submit this assignment to Turn it in.
Review the achievement mandates for ELLs in Arizona or in your state. In your opinion, are these mandates beneficial to ELLs? Explain.
How can you meet the mandates of the Common Core Standards when teaching ELLs?
Your required practicum/field experience hours for this course will be spent observing, interviewing, and being mentored by ELL instructors or administrators in a Title I setting. For this assignment, observe and assess at least one lesson involving ELLs using the SIOP checklist from Appendix A in the textbook. Submit a copy of the checklist with a 250-word reflection on this experience. Address
the following questions in your reflection:
1.Were the students aware of the class language and content objectives?
2.How did the teacher instruct the content and language objectives?
3.What type of student group configurations were used? How many different types of student configurations were used?
4.How did the teacher accommodate for different ELP levels?
Log the time that you spend on-site in your Practicum/Field Experience Observation and Activity Log. You are not required to submit this assignment to Turn it in.
Using the Office of English Language Acquisition Services (OELAS) website or the department of education website in your state, choose one ELL proficiency standard from each of the following sections:
1.Listening and speaking
For each standard, complete the attached chart by including the following:
1.The ELP standard
2.The correlating language arts standards or Common Core Standard
3.The teacher activity
You may use the “English Language Proficiency Chart” as a guide to complete this assignment. GCU style is not required, but solid academic writing is expected. You are not required to submit this assignment to Turn it in.
Effective teachers do more than just go through the motions of writing their lesson content and language objectives on the board. Getting the students involved in thinking about the objectives is important. How would you get students involved in learning the lesson content and language objectives? List at least two ideas.
The following three features or objectives are contained within the Component 2: Building Background video:
1.Teaching concepts must be bridged to students’ backgrounds.
2.The teacher should create links between the students’ past learning and new learning in the classroom.
3.Students must learn new key vocabulary words for each lesson.
How would you utilize each objective in teaching your content area? Provide one example for each objective.
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