For this assignment, create a 15-20 slide digital presentation in two parts to educate your colleagues about meeting the needs of specific ELLs and making connections between school and family.
Part 1
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In the first part of your presentation, provide your colleagues with useful information about unique factors that affect language acquisition among LTELs, RAELs, and SIFEs.
This part of the presentation should include:
- A description of the characteristics of LTELs, RAELs, and SIFEs
- An explanation of the cultural, sociocultural, psychological, or political factors that affect the language acquisition of LTELs, RAELs, and SIFEs
- A discussion of factors that affect the language acquisition of refugee, migrant, immigrant and Native American ELLs and how each of these ELLs may relate to LTELs, RAEL, or SIFEs
- A discussion of additional factors that affect the language acquisition of grades K-12 LTELs, RAEL, and SIFEs
Part 2
In the second part of the presentation, recommend culturally inclusive practices within curriculum and instruction. Provide useful resources that would empower the family members of ELLs.
This part of the presentation should include:
- Examples of curriculum and materials, including technology, that promote a culturally inclusive classroom environment.
- Examples of strategies that support culturally inclusive practices.
- A brief description of how home and school partnerships facilitate learning.
- At least two resources for families of ELLs that would empower them to become partners in their child’s academic achievement.
- Presenter’s notes, title, and reference slides that contain 3-5 scholarly resources.
Submission Ide: 2610aa80-5556-42b6-b735-c2bf93fe155f
45% SIMILARITY SCORE 14 CITATION ITEMS 39 GRAMMAR ISSUES 0 FEEDBACK COMMENT
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Quinnesha Bryant
Bryant powerpoint3
Summary
1304 Words
• Long Terms English Learners- “Long Term English
Learners”
Is when students have been in schools for at least
six years in the United States but not English
proficient (Chen, 2016)
.
Recently Arrived English Learners
•
students who are new to the United States
schools.
• Been in school for less than twelve months in the
U.S.
• Students may not have experienced education
before starting school in the U.S.(Cook, 20170.
T
International Applications to UK Universities Hit Record High
Students with Interrupted Formal Education
(SIFE)-
•
Education has been interrupted
and caused a gap in learning
• Characteristics of SIFE:
• Involves Two or more years gap of living
in their country. They have left and
returned to the United States
• Migrant Families: often have children
and they move several months over the
year. This can also cause gaps in
education.
Cultural, sociological, psychological, or political factors that
may affect language acquisition
students can struggle with trauma from something
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that happened in their life previously that can impact
their social and academic abilities.
are learning how to adapt to a new environment and new
countries as well as learning a new language.
Factors That Affect Immigrant ELL
•
Families in refuge may suffer psychologically and becomestressed.
• can often have a hard time adjusting and maintaining.
• students prone to discrimination from other students because of their
different cultural background.
• These ELLs often build new relationships and have to become
accustomed to new surroundings and social concepts.
• Some students’ parents may not speak English, so it makes it difficult for
them to practice the English language at home.
Things that Affect Native
American ELLs
• Native Americans culture differs from other countries and
they may have more of a difficulty adjusting to the
environment.
• There are less students that share the same native
language , compared to Spanish speaking students.
• This may interfere with making friends, build relationships
and adapt to their new home.
How do ELLs compare to LTELs, RAELs, and SIFEs
•
may also fall under the category of LETLs if they face challenges that interrupt
their ability to appropriately learn the English Language and succeed in academics.
• Immigrant and refugee children commonly fall into the category of RAELs due to
them having a difficult time adjusting.
• Migrant children who move back and forth fall under the category of SIFEs.
Children are more likely to be motivated and eager to learn and adjust to a new
environment when they feel accepted and included. They then begin to improve
academically.
.
Additional Factors That Affect Language Acquisition
• K-12 LTEL, RAEL, and SIFE
• LTELs can have the lack of poor services , attending different schools with different
programs, or too many absences
• This can often lead children behind and will require them to need a little more time to
become
proficient in English
• If a student is not engaged in what they are learning or lose focus, they are more likely
to fail
and not comprehend with concepts (Chen, 2016).
• “Once they fail, they are more likely to become disengaged. It takes a lot of time and
effort to learn a new
language” (Seals, 2017).
Parents who do not know English cannot always provide the assistance that these children
need at home
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when it comes to completing their academic work, as well as, practicing the
language
they are learning
Factors That Affect
Language
Acquisition (Emotionally)
• learning a new language, it can become frustrating for
some students.
• they are unable to express themselves and they are no
longer surrounded by usual culture. Frustration can come
due to the lack of knowledge and lost interest to learn
• Lack of Self-Esteem: . Being confident in self play an
important part in learning.
• Loneliness: Children that do not feel accepted or not
included from their peers are often feeling lonely.
Feeling lonely can make them struggle to
build friendships or be social with their peers. This then
can lead to decreased engagement in class.
Part two: Cultural Inclusive
Practice
• Allowing students to interview their parents as apart of a project or
making a presentation that require them to research their culture or
language
Creating lessons based on cultures gives the opportunity for
everyone to become culturally aware
• Recognizing holidays and give the students the chance to talk about
the holidays that they celebrate in their cultures
• “Presenting ELL students with activities that involve their
cultural background can help promote engagement “(Chen, 2016
How to Support Culturally
Inclusive Practices
• It is important to learn and understand your students’ cultural background.
Asking questions about their interests, having class discussions that relate to
personal experiences can also help
Having guest speakers with different cultures to talk to the class..
Treat all students equally is a must
“Give students choices to pick and choose assignments and offer different ways
to learn” (Guido, 2017). Choice is the best thing that way they are engaged and
willing to work.
Interactive activities- let the kids move around in the classroom and not just
sitting at desk.
Materials for Curriculum
•
Use a variety of vocabulary with flash (American Indian)
• ELL students can receive Special Education services
because each student might respond to another teacher
differently. Each student may require different
modification or accommodations.
• Picture stories, reading books, science materials for hands
on projects, schedules and planners
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accommodation: accommodations room
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Technology
•
Technology allow students to learn visually and
interactively
Learning apps can be downloaded and use
on devices such as iPads, Tablets, or Computers that will
allow them to indulge in educational games and use as
they become familiar with the language that they are
learning.
Educational videos allows students to learn in a setting of
their choice.
Partnerships
with Schools
•
Having a healthy trusting relationship with a parent
increases the likelihood of parents being more motivated
to keep a positive relationship with teachers.
• Positive relationships between home and school allows
consistency at school and at home for the child
If a parent respects the teacher, a student will exhibit the
same respect and be more comfortable in the school
environment (Shim 2013).
•
ELL parents’ may become frustrated about their struggle
to help their child learn. ELL parents’ fear of
repercussions for speaking up”
• It is common for parents to have different attitudes,
work schedules, concerns and language barrier, in which
teachers should be cognizant about (CAREAGA, 1988).
This Photo by Unknown author is licensed under CC BY-SA.
http://commons.wikimedia.org/wiki/File:Parents_and_kids_learn_together_(3677733159).j
pg
https://creativecommons.org/licenses/by-sa/3.0/
Resources for Families
• Resource Centers can provide helpful
information, and support for parents that
desire to be more involved with their children
and their learning . There are also.
Afterschool programs for children that can
help with social and emotional skills (Online
resources).
• The United States Department of Education
supplies families with resources as well as
articles and information to help supply
their needs.
References:
•
American Indian English Language Learners. (2014). Wisconsin Center for Education
Research. Retrieved April 07, 2021
• Careaga, R., & National Clearinghouse for Bilingual Education, W. D. (1988). Parent
Involvement: A Resource for the Education of Limited
English Proficient Students. Program Information Guide Series, Number 8, Fall 1988.
• Chen-Gaddini, M. (2016, November). Long-term English learner students: Spotlight on an
overlooked population [PDF].
Cook, G. (2017, March). Including Recently Arrived English Learners in State
Accountability Systems: An Empirical Illustratio n of Models.
Retrieved April 07, 2021, from https://www.wested.org/resources/including-recently-
arrived-english-learners-in-state-accountab ility-
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systems-an-empirical-illustration-of-models/#
Guido, M. (2017, September 14). 15 Culturally-Responsive Teaching Strategies and
Examples Downloadable List. Retrieved April 07, 2021
from
https://www.prodigygame.com/main-en/blog/culturally-responsive-teaching
• How to Support ELL Students with Interrupted Formal Education (SIFEs). (2020, February
05). Retrieved April 07, 2021 from
https://www.colorincolorado.org/article/how-support-ell-students-interrupted-formal-
education-sifes
Online resources for parental involvement. (2011, December 22). Retrieved April 2021,
from https://www.greatschools.org/gk/ar ticles/online-resources-
for-parent-involvement/
• Pape, B. (1999). Involving parents lets students and teachers win. Education Digest,
64(7), 47–51.
Seals, N. (2017, November 2). 5 Struggles for ELL Students, and How We Can Help –Little
Sponges®.
Retrieved April 07, 2021 from
6 Struggles for ELL Students, and How We Can Help
• Shim, J. M. (2013). Involving the Parents of English Language Learners in a Rural Area:
Focus on the Dynamics of Teacher-Parent Interactions. Rural
Educator, 34(3), 18–26.
Understanding and Supporting the Educational Needs of Recently Arrived Immigrant
English Learner Students. (2020, November 17). Retrieved April
07, 2021 from
https://ccsso.org/resource-library/understanding-and-supporting-educational-needs-
recently-arrived-imm igrant-english
