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Essay Available:
Pages:
2 pages/≈550 words
Sources:
5 Sources
Style:
APA
Subject:
Education
Type:
Essay
Language:
English (U.S.)
Document:
MS Word
Date:
Total cost:
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Topic:

Language Elements: Characteristics of LTELs, RAELs, and SIFEs

Essay Instructions:

Culturally Inclusive Teaching and Empowerment
Hi, I will put the information you do into a power point presentation. If you will just provide the information. Note this is not due until November 22rd.
Teachers of ELLs must understand the role of language and culture in learning, as well as the unique political and psychological factors that affect language acquisition among long-term English learners (LTELs), recent arrivals (RAEL), and students with interrupted formal education (SIFEs). Beyond the classroom, teachers can ensure the success of their students by implementing culturally inclusive practices, and by engaging and empowering families of ELL.
For this assignment, in two parts to educate your colleagues about meeting the needs of specific ELLs and making connections between school and family.
Part 1
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.
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using the documentation guidelines

Essay Sample Content Preview:

Language Elements
Student's Name
Institutional Affiliation
Course Code and Name
Instructor's Name
Date
Language Elements
Part One
Characteristics of LTELs, RAELs, and SIFEs
LTELs include a group of learners with different language backgrounds and varying language and literacy skills—the origin countries of these learners from one learner to another. The students have diverse linguistic and cultural assets that can promote the learning experience and career growth.
REALs comprise a group of students from different subgroups from different parts of the world. These students have refugee status and are also unaccompanied minors. They are defined as recently arrived English learners and present many needs when it comes to English learning. Their English language skills are low, but their linguistic and cultural assets play a major role in facilitating learning. 
SIFEs are students with interrupted formal education, and this differentiates them from the typical English learners. These students are average in their grade placement due to their limited academic skills. They also have inadequate formal schooling, which increases their need to learn the English language. They do not have many academic skills that can facilitate the English learning process.
Cultural, sociocultural, psychological, or political factors affecting language acquisition of ELLs
The cultural factors affecting English language acquisition include the restriction of school learning among teens, parents who speak English as their second language, students who must look after other children, and their first and second languages. The sociocultural factors include stereotyping, racism, communication with native speakers, discrimination, knowledge of the education system, and the absence of identification with culture. The psychological factors include aptitude, anxiety, motivation, and attitude towards learning the language (Khajavy, MacIntyre, & Barabadi, 2018). The political factors refer to the governmental policies that can affect the student's ability to learn. An example is the absence of a bilingual education system and challenges in providing a reliable education system for ELLs.
Factors affecting language acquisition of migrant, refugee, immigrant, and Native American ELLs
Among the factors affecting migrant, refugee, and immigrant ELLS are exposure to a new culture, communicatio...
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