Through the training video lectures in this program and the prior course, I’ve gained significant amounts of new knowledge that will assist me in being a better instructor to my English language learners. The very best five ideas that will stick with me throughout the others of my teaching job include: Krashen’s Affective Filtration system, Cummin’s Common Underlying Terminology Effectiveness theory (CULP), the importance to be a Culturally Responsive instructor, the Four Domains of Vocabulary, and how to Differentiate Training.

I am not a fluent Spanish loudspeaker, but after teaching at a university with a higher ELL student population and taking many conversational Spanish classes I’ve found enough of the words to help me get by. However, I still do not feel safe speaking Spanish in front of my peers, students, or their parents. The Affective Filtration theory (Krashen, 1981) helped to make clear the reasons why I used to be so uneasy in speaking speaking spanish around others. I finally realize why a few of my students aren’t picking right up the English terms as fast as others. They may have the skills necessary to connect in English, however they lack the self confidence and motivation had a need to try something new such as learning a fresh language. It could be very intimidating to learn a fresh language. Not merely are you wanting to transfer your indigenous terms skills into a fresh langauge, nevertheless, you also need to worry about your highlight, grammar and accurate pronunciation. The fear of making a mistake can hinder the procedure of acquiring a second language; therefore, I will try to lower my student’s affective filter by causing my ELL students feel as comfortable as you can when speaking English. I will try to speak more Spanish around them so they can note that they aren’t the only ones trying to learn something new. We will go through the learning process along and they’ll know that it’s okay to produce a mistake.

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I truly belive in the normal Underlying Language Proficiency (CULP) theory produced by Cummins (1991). I’ve seen first hands that when my students are proficient in their native language, it makes it easier for them to copy those skills into the English vocabulary. I’ve had some students come to me with little or no native (L-1) vocabulary skills. It’s an extremely long and difficult process to help those students acquire the English language given that they have practically no knowledge bottom to work with. It’s almost like teaching an infant a new dialect only more challanging because you can’t spend all your time working one-on-one with that student. You can’t give them all the interest they need in order to catch them up to the others of these peers. Also, you have no control over what goes on when they leave the class room. Most of those students get no exposure to the English vocabulary once they go home.

The course lectures have taught me how important it is to be a culturally responsive professor (Gay, 2000). Before, I have attempted to incorporate a lot of my student’s culture into my lessons. However, I have not done a good job of teaching them about culture’s other than their own. I have a few non-Hispanic students in my own classroom whose culture’s I’ve neglected this year. I put too much emphasis on my Hispanic student’s and did not do a very good job of earning my students aware of all the other culture’s throughout the world. Given that I am more aware of what this means to be culturally responsive I’ll do a better job with the student’s I have next school 12 months. I plan on instructing them about the Italian culture since that is my heritige. I also want my student’s to do a research project on themselves. They might get to interview their family, generate pictures about their life, and present their studies to the class. Not merely would this activity give the students an opportunity to find out more about themselves, but it would also coach my students to understand the fact that people are all unique.

The Four Domains of Dialect are listening, speaking, reading and writing. I learned that listening and reading are receptive while speaking and writing are expressive forms of language.

I find that many of my ELL students have great receptive language, but lack when it comes to expressive dialect. I can feature that to the actual fact that we spend so much time trying to teach our ELL students the rules of the English dialect such as phonological awareness, phonics and vocabulary. Because of this, we don’t put enough emphasis on fluency or writing. My ELL students have the ability to decode and can read in British if I were to put a grade level passage before them, however they are not fluent and would have a very difficult time writing a listing of the written text they just read. In order to address the lack of expressive terms, I perform timed fluency assessments will all of my students frequently. My students chart the quantity of words they read in a minute and are constantly trying to increase their fluency. I likewise have a fluency middle where my students could work on the rate and accuracy through the use of repeated readings. They enjoy working with somebody and listening to one another read. We also execute a whole lot of reader’s theatre, poetry and takes on to work on making them convenient with speaking the British language. In the area of writing, we use visual organizers in every key curriculum area. My student’s likewise have a journal in which they have five minutes of “free writing” every day. I want them to have just as much practice as you can in the areas of reading, being attentive, speaking and writing so they’ll be proficient in all four domains of terms.

Finally, in the area of differentiated instruction I think I’ve come the farthest. Along with the influx of Respond to Intevention/Training (RTI), I’ve made more of an attempt to identify my instruction not simply for my ELL students but also for all my students. I not only take into account my student’s language codes when planning for a lesson, but now I also look at their proficiency levels and backdrop cultural factors. ONCE I plan center activities I now make an effort to have lessons that will fit the needs of most my students. I want to task my advanced learners as well as provide activities that can make my below level level students feel successful. For whole group lessons, I ensure that you tap into my student’s prior knowledge of a subject, set the stage for learning, place a big focus on vocabulary, incorporate graphic organizers, provide realia, and ask higher level pondering questions. These are great strategies not simply for ELL students, but also for all students.