Njehan Phillip Professor Ortiz SEYS 700 30 November 2021 Journal 3 The material in this Journal has been very informative on the classroom dynamic that teachers have with their ELLs, clearing many discrepancies and miscommunications that one would have when thinking about teaching ELLs. This specific entry contains several important concepts that familiarize us teachers with how to not only approach ELLs but connect with their background, using previously learned information that we’ve read in previous Journals in a cohesive fashion. We learn how important it is to go familiarize students with vocabulary, keeping the previously learned material in rotation during the next lesson. Going over key words previously learned helps students keep vocabulary words fresh in their head and develops memorization for the word. This is because exposure is important, whether it be physical or verbal. Teaching the kids, the academic language is important, separating social talk and the educational skills they would need to pass state exams. Here we learn how important it is to demonstrate to the kids what academic language is, speaking fluently and using proper reading in order to prepare them for the next step. I also learned about sentence frames and how it is a very good way to help ELLs familiarize themselves with academic vocabulary due to its accessibility across languages. It is important to know that it is successful because it does not require students to express their thoughts in English, focusing on the necessary factor of knowing the vocabulary word itself. We can tell from the information learned in previous classes that sentence frames are a form of scaffolding, strengthening the readers writing abilities in the English language. Sentence frames are structured by the teacher and contains at least one blank space for students to enter a word to create one comprehensible sentence. This frame helps ELLs use critical thinking skills to use the vocabulary words they learned in the field, practicing not only the definition but the context it can be used in. Although sentence frames were interesting, native language literary support was a section that caught my attention the most. These videos clarified that building an ELLs vocabulary around their native language is more successful than doing it without. Their original native language acts as a base in which teachers can build around, helping students understand new content while still in their comfort zone of their original language. The English language is very difficult because of the several variants of sound that comes with pronunciation. This is difficult to work off of alone, which is why using the native language as a support block is more effective due to the word concepts already being established through their oral language base Nancy continues to persuade us how useful using one’s primary language is when it comes to ELLs, showing how to use their native language as a tool in educating them. Due to the students having literacy skills which have already been developed teachers can use that as a point of reference for the student. Students can understand the English language much better when comparing the alphabet learned to their native language, some languages even sharing a similar alphabet. I found it interesting that Nancy mentions that students will automatically compare their language to the English language just as we would try to incorporate it the same way. I could only imagine the issues that can arise from teachers who don't understand this concept, forcing students to abandon their primary language completely in hopes that the extended exposure will help their memorization of English words. Another thing that I've learned from this section is how important confidence in your native language is when it comes to learning. It didn't occur to me that some students may be struggling with both languages when they meet you, another good reason to assess your students at the beginning of the term. Understanding that ELLs come from different environments is important, their idea of what proper language is even differentiating from another student who speaks the same one. It is interesting knowing the several different situations ELLs can come from, realizing how difficult it must be to get accustomed to a new language and culture. Some students have not had an educational experience and been home taught, some students come from war torn countries and could have gotten their schooling halted due to violence or terrorism. These videos help me understand that ELLs are not just young students learning another language as if I would pick up a Spanish class for the next semester, these students need specific approaches with researchbased results in order to be successful in the academic system. Simple drills and memorization practices are the norm, but they are not fit for ELLs, special techniques like child watching and meaning centered instruction are highly effective and are more targeted for successfully adapting them to the educational environment. The SIOP is another useful piece of information that is demonstrated in Ms. Morena’s class that effectively teaches ELLs, the approach backed by solid research which specifically targets ELLs in order to effectively cater to their academic needs and make the content material more accessible. Familiarizing your students with the English language is very important, however it is also important that the teacher themselves inform themselves of the cultures they're exposed to in the classroom, understanding the symbols, diction, and characters used in the social world they're used to.
