Alford ELL Module Initial Thoughts

What do teachers need to know about students who are learning to speak
English?
o In regards to ELL students it is important to know what language is spoken at
home. English learners come from a variety of backgrounds and a variety of
socio-economic statuses and it is unwise to make assumptions regarding the
amount of support a student has at home. The student may be the only person
capable of speaking English or the parent could be unable to offer ideal amounts
of assistance due to occupational obligations. Additionally, it is important to
know the extent to which the student can speak, write, or comprehend English.
Through my experiences teaching students who are learning to speak English
have also taught me that it is important to inquire about a students personal
background so that you can establish a relationship with them. Being in a new
place with a language you do not fully understand, having an instructor whom
you trust to be patient and willing to help you grasp the content as well as the
language is of paramount importance.

What are some general instructional practices that can be beneficial to

students who are learning to speak English?
o The teacher in the video modeled many instructional practices that would be
extremely important to ELL students. For example, she spoke clearly and slowly
so that she could be understood. Additionally, she used non-verbal
communication to reinforce what she was saying. Instead of just naming her
materials she had them in front of her where she could point them out and they
were labeled. When planning assignments for students it is not enough to only
plan for teaching the content. Teachers must also consider the words, phrasing,
and terminology they are using. Also they must consider if the lesson or activity
helping students learn the various English words associated with the content.

What should teachers consider when testing students who are learning to
speak English?
o Students who are learning to speak English have an extra set of obstacles to
overcome unlike many of their peers. In addition to learning the content prior to
the test, they also have to learn the words that might appear on the assessment in
order to be successful. Teachers should keep these circumstances in mind when
creating assessments. While many teachers often consider the wording of test
items, clarity or cultural ambiguity of items included in the test are sometimes
overlooked. Words are an obvious source of confusion when learning another
language. However, many English language learners are not merely learning the
language; they are learning the culture as well. Word problems, or image
interpretations, even document analysis that may in some way include common
American norms could be a cause of confusion for English teaching students
whose native cultures contrast with those of America.

The IRIS Center for Training Enhancements. (2011). Teaching English Language Learners:
Effective Instructional Practices Retrieved on [April, 16, 2014]
from http://iris.peabody.vanderbilt.edu/module/ell/

What do teachers need to know about students who are learning to speak
English?
o After having read this weeks module I still agree with much of what I said in my
initial thoughts above. However, during this module I learned a few other
techniques and strategies that are key to assisting an English language learner.
Having not actually had formal EL training I was told to use plain language and
speak slowly when explaining content to EL students. I was under the belief that
speaking any of the native language was to be frowned upon. During my
observations of the Sheltered US History course, I noticed that the instructor did
exactly what I thought was the correct thing to do; however, I noticed that while
observing the sheltered American Government course the instructor would speak
similarly but would often inject Spanish words into her speech. As I looked
around the room I noticed the Aha moments the students were having as a
result of her injections. I think she made a careful point to use the Spanish words
to reinforce the content. I think this shows that she was patient with the students
progress and was willing to work with the various ability levels regardless of the
level of familiarity with the English language.

What are some general instructional practices that can be beneficial to

students who are learning to speak English?
o My observations of all three classes showed some similar characteristics. Some
were very common such as slower rate of speech, emphatic enunciation of
difficult words, non-verbal gestures, etc. However there were also some not so
common or traditional strategies employed as well. For example, a teacher
developed a warm-up that would engage the students in a conversational dialog
very similar to what the module referred to as Basic Interpersonal
Communicative Skills or BICS. Though it would begin this way the teacher would
steer the conversation by relating it to the subject matter forcing students to use
later transition into the student using their Cognitive Academic Language
Proficiency. She told me that her students were so confident in their abilities to
answer questions about their personal lives and things they discuss with their
friends, but would clam up when she asked them about the content. So she
decided to find a way to combine the two.

What should teachers consider when testing students who are learning to
speak English?
o I was aware of how tests can be culturally bias and sometime exclusive. However,
on the reverse side of that coin are the misconceptions that many English
language learners walk into classrooms with. Having not been as exposed to
American culture as their American counterparts, there are ideas they have
because of limited exposure to culture and those or just a detrimental as not
understanding words associated with content. Many of these pitfalls can be
prevented by establishing a dialog and discussing the terms associated with the
content using semantic mapping. This way the students can confront whatever
misconceptions exist within the connotations of the words associated with the
content.

Having known this

o Having known the information that I know now my observations and experiences
within the ELL classrooms that I visited would have been more contextualized. I
feel as though the times that I myself worked with ELL students I did so while

being misguided in regards to what mightve been considered best practices. I

know now that in some case using the native language to reinforce the content
and English language comprehension can be extremely beneficial. Additionally, I
feel like I have a better eye for BICS vs CALP and not making assumptions based
on a students English proficiency based upon their ability to hold a conversation
with me.

Field Experience Log & Reflection

Instructional Technology Department

Candidate:
Kali Alford

Mentor/Title:
Aubrey Southall

School/District:
Riverwood International Charter
School

Allison Schoo
Mary Schmitt
Field Experience/Assignment:

Course:

Professor/Semester:

ELL Classroom Observations and

Interaction s

Internet Tools in the

Classroom

Dr. Frazier Spring 2014

Part I: Log

Date(s)

April 1, 2014

Activity/Time

PSC Standard

Observation of Mrs. Southalls Sheltered US History Class

th

4 Period
April 1, 2014

Observation of Ms. Schoos Sheltered American

th
Government Class 5 Period

April 1, 2014

Observation of Mrs Schmitts Sheltered 9 Grade English

th

th

4 Period
April 4, 2014

Team teaching with Mrs. Southall Sheltered US History

th

4 Period

1.2 Strategic Planning

Candidates facilitate the design, development,
implementation, communication, and evaluation of
technology-infused strategic plans. (PSC 1.2/ISTE 1b)

1.2 Strategic Planning

Candidates facilitate the design, development,
implementation, communication, and evaluation of
technology-infused strategic plans. (PSC 1.2/ISTE 1b)

1.2 Strategic Planning

Candidates facilitate the design, development,
implementation, communication, and evaluation of
technology-infused strategic plans. (PSC 1.2/ISTE 1b)

Shared Vision
Candidates facilitate the development and
implementation of a shared vision for the use of
technology in teaching, learning, and leadership.
(PSC 1.1/ISTE 1a)
2.5 Differentiation
Candidates model and facilitate the design and
implementation of technology-enhanced learning
experiences making appropriate use of differentiation,
including adjusting content, process, product, and
learning environment based upon an analysis of
learner characteristics, including readiness levels,
interests, and personal goals. (PSC 2.5/ISTE 2e)

2.6 Instructional Design

Candidates model and facilitate the effective use of

research-based best practices in instructional design

when designing and developing digital tools,
resources, and technology-enhanced learning
experiences.
(PSC 2.6/ISTE 2f)

April 4, 2014

Shared Vision
Candidates facilitate the development and
implementation of a shared vision for the use of
technology in teaching, learning, and leadership.
(PSC 1.1/ISTE 1a)

Team teaching with Ms. Schoo Sheltered American

th
Government 5

2.5 Differentiation
Candidates model and facilitate the design and
implementation of technology-enhanced learning
experiences making appropriate use of differentiation,
including adjusting content, process, product, and
learning environment based upon an analysis of
learner characteristics, including readiness levels,
interests, and personal goals. (PSC 2.5/ISTE 2e)

2.6 Instructional Design

Candidates model and facilitate the effective use of
research-based best practices in instructional design
when designing and developing digital tools,
resources, and technology-enhanced learning
experiences.
(PSC 2.6/ISTE 2f)

Total Hours: [5 hours ]

DIVERSITY
(Place an X in the box representing the race/ethnicity and subgroups involved in this field experience.)

Ethnicity

P-12 Faculty/Staff
P-2

3-5

6-8

P-12 Students
9-12

P-2

3-5

6-8

9-12

Race/Ethnicity:
Asian
Black
9,7,12
(28)

Hispanic

Native American/Alaskan Native

White
Multiracial

Subgroups:
Students with Disabilities
Limited English Proficiency

Eligible for Free/Reduced Meals

9,7,12
(28)

Part II: Reflection

CANDIDATE REFLECTIONS:
(Minimum of 3-4 sentences per question)

1. Briefly describe the field experience. What did you learn about technology facilitation and
leadership from completing this field experience?

All of the classes utilized a variety of technological tools to reinforce mastery of the content as well as
increasing English language familiarity. Many of the software resources employed were intended for
lower grade level versions of the courses. For example, many programs in both US history and American
Government were intended to be used with the 5th grade curriculum. My observations of the courses
revealed many of the concepts discussed within the ELL module. For example students were given
opportunities utilize both CALP and BICS. In some case the opportunities blended well into one another.
During my time teaching with Mrs. Southall and Ms. Schoo I was able to see how much different it is to
teach while at the same time minding your enunciation, word choices, and gesticulation. Additionally,
patience was different from my normal teaching experience as well. Not that it required a different
amount of patience, but instead a different type of patience. I learned during my observations and team
teaching that since the goal of instruction is not just mastering the content, but also the language; you
often go into lessons knowing that you may only be able to finish 20%- 30% in each day. As a result you
have to scale lessons back to the big ideas. These big ideas are easily taught using technology. Software
programs that perhaps represent a LoTi level of 1-3 such as Quizlet are utilized to test students content
knowledge as well as how well they have ascertained associated terms and connotations.

2. How did this learning relate to the knowledge (what must you know), skills (what must you be able
to do) and dispositions (attitudes, beliefs, enthusiasm) required of a technology facilitator or
technology leader? (Refer to the standards you selected in Part I. Use the language of the PSC
standards in your answer and reflect on all 3knowledge, skills, and dispositions.)

Knowledge- Many of the strategies described within this module were prevalent in the classroom. I was
unaware and therefore unable to contextualize most of my observations of the classrooms until after I
completed the module. The modules description of ESOL and ELL programs helped me to make better
sense of the overall goal of the depth of instruction. As a US History I find it difficult to not include much
of the complementary information surround events and occurrences. In contrast, including these and
ESOL classroom can be very confusing for students.
Skills- There is a sort of triage that takes place when planning to teach content in an ELL classroom. A
teachers needs to ask tough questions such as:
What are the big ideas that the kids need to know?
How can those big ideas be explained concisely?
What can be included without confusing the students?
How can I assess both their mastery of the content and use of language?
Dispositions- As I observed I wondered how this lesson can be enhanced by technology. The students
used Quizlet to familiarize themselves with the content as well as how the words are used. But I still
wondered in these lessons could still accomplish the aims of those triage questions, but at the same
time gain a higher LoTi ranking. I have not yet found a clear cut answer to this, but this weeks module
was most helpful and was step in the right direction. I now know that best strategies to use for ELL
students and can work to pair them with the appropriately technologies based upon the teachers
pedagogy and the students level of English language familiarity.

3. Describe how this field experience impacted school improvement, faculty development or student
learning at your school. How can the impact be assessed?

Riverwood International Charter School has a Hispanic population of 28%. Based on the enrollment of
our feeder schools that number is expected to rise steadily in the coming years. As a result in order to
insure that our growing Hispanic population has success rates (scores, grades, etc) comparable to that of
other sub-groups in the school, classes will need to take on many of the strategies of the schools ESOL
classes. While all Hispanic students are not limited English speakers, there are differences and obstacles
presents that hinder their abilities to be successful. Eventually these strategies will need to be paired
with technologies to amplify their effectiveness. This can be assessed by comparing statistics such as
graduation rates, standardized test scores, placement in advanced classes, and GPA.