Tina Cartaino Due: April 12, 2012 ELD 308 Dr.

McKool English Language Learners Reflection It is crucial that as future educators we provide students with the tools necessary to succeed both in and out of the classroom. To do this, we must be sensitive to our students needs. Believe it or not, about one in five students in public schools lives in a home where English is not the primary language (Freeman, 5). Due to this rapid growth, school systems have been implementing programs to help these students learn English as a second language. There are multiple types of programs that students can go through that meet the needs of English Language Learners (ELL). Bilingual education can be useful because this program provides some of the instruction in the students native language as well as in English. Transitional programs offer two or three years of first-language support (Freeman, p.7). The other content areas are taught to them in their native language so that they are still able to keep up with their other subjects while learning English. Eventually, these students are transitioned to programs that just teach English. There are also maintenance bilingual programs. These programs extend for a longer period of time. In this program the students develop both of their languages at the same time. Recently, dual language programs have become more popular. These programs ensure that all students (even English speakers) are learning a second language. Students that are learning English as a Second Language (ESL) are more commonly put into school systems where they receive additional support. The first program that is available is Traditional ESL. This programs works with students to develop the basics of the English language, such as basic vocabulary or grammar. Currently, this program is being replaced by

content-based ESL instruction. Teachers modify instructions across curriculum and content areas. By doing this, they provide both English and academic content instruction at the same time (Freeman, 8). Since there are so many options for these students, it is important to try and focus teaching on their needs as learners. For example, Freeman & Freeman talk about planning a curriculum around a specific theme. The students are able to understand the big picture and are more likely to understand that language that is being used. This is also especially useful for ELL students because the content areas of math, science, social studies, language arts etc. are all related to each other. The more that subjects are interrelated, the greater the chance that a second language learner will understand the instruction (Freeman, 70). Another benefit do organizing the curriculum this way is that common vocabulary will be repeated across content areas, therefore reinforcing it. Once the students begin seeing that the school day is based around a central theme, it will start to make more sense to them. This will drive the students to be more motivated and engaged therefore being more successful in their learning. Teachers are also able to differentiate instruction to meet the needs of various different learners. There may be some ELL students that are farther along than others and this gives you the chance to ensure each student is being challenged at their level. Lastly, when surrounding curriculum around a theme, it is easier to make connections to the students home lives and backgrounds. This personal connection will engage the student in the material as well as provide them an opportunity to be a lifelong learner. This is one way to help ELL students succeed in the classroom. I also found the teaching strategy Preview/View/Review to be extremely practical and helpful. The preview/view/review technique provides a structured way to alternate the English and native-language instruction (Freeman, 93). This strategy scaffolds students to help them

gain a better understanding of the information being presented. The first step is called preview. The student is given a brief overview of the lesson that is about to take place in their primary language. By doing this, you are presenting the information in a way that is easy for them to understand, seeing as it is in their first language. This helps them get an idea of what the lesson will be about. The second step is view, and this is done in their target language. The teacher will teach the whole lesson in the target language. The student will be able to follow along better because they are already aware of the material that is being discussed. Lastly, there is a review that takes place in the students primary language. The students are asked to give a summary of the key ideas that were presented in the lesson as well as an opportunity to ask any questions that they might have. This is all done in their native language. Then at the end the student will repeat the same thing but in English. I believe that this is a great strategy to scaffold students into learning a new language. These two points stood out to me in the book because as a future teacher I am constantly going to be looking for practical ways to ensure the successes of my English language learning students. Freeman and Freeman have not only provided information on these students but have relayed strategies to help them succeed. During our groups to discuss this professional development group, it was interesting to hear the different viewpoints of my peers. I went to a district that had very little, if any English Language Learners. Therefore, it was difficult for me to envision what an education program would be like when implemented for ELL students. Hearing the different experiences of my peers in their school helped give me a better picture. Talking in our discussion groups we were able to collaborate and discuss the ideas that stood out the most to us. Especially now more than ever, it is important to know how to educate these students because the probability of having

them as students one day is very large. I feel confident that after reading Freeman & Freemans book that I can do so confidently and yield positive results.