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Essay Available:
Pages:
2 pages/≈550 words
Sources:
3 Sources
Style:
APA
Subject:
Education
Type:
Essay
Language:
English (U.S.)
Document:
MS Word
Date:
Total cost:
$ 8.91
Topic:

Language Focus: Supporting Various Language Needs of ELLs

Essay Instructions:

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Assessment Description
Supporting a learner through English language development requires an intentional focus on the English language, in addition to the content being addressed.
Arrange the clinical field experience for this course in a K-8 or 9-12 school setting that includes English language learners in which you observe and collaborate with a certified teacher. Prior to the clinical field experience, review the requirements of all clinical field experiences for this course. Create a document to share with your mentor teacher detailing these requirements and what is being requested of the mentor. This document should include the scheduling required to complete all assignments.
Allocate at least 5 hours in the field to support this field experience.
Part 1: Interview and Observation
Discuss language instruction of ELLs with your mentor teacher. You may consult other teachers at your field experience site to gather additional information if needed. Include the following in your discussion:
How do you address language form (vocabulary, grammar, and discourse specific to a particular content area) and language function (the purposes for communication/use of language in academic and social contexts) in your classroom?
How do you address the relationship between verbal and written expression in your classroom?
What strategies do you implement to support the various language needs of ELLs?
How do you provide ELLs with content area instruction that meets grade level expectations, while supporting their English language development?
Plan at least two additional questions to discuss with the teacher.
Observe at least one classroom in a K-8 or 9-12 school setting with ELLs. Pay special attention to how the teacher includes the forms and functions of language in instruction. Take note of the language supports provided to all students and the targeted/additional supports provided to ELLs.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
Part 2: Plan and Reflect
Following the observation, identify with your mentor teacher a student or group of students with ELL needs you are able to work with in future field experiences. You will be working with the students in two additional field experiences. Discuss the needs of the students and how you can best assist in supporting their language acquisition needs during time in the mentor’s classroom.
Write a 250-500 word reflection summarizing your observations and discussions. Include how you will support the student or group of students in additional field experiences.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
step 22
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Essay Sample Content Preview:

Clinical Field Experience: A Language Focus
Student Full Name
Institutional Affiliation
Course Full Title
Instructor Full Name
Due Date
Clinical Field Experience: A Language Focus
One addresses language form and language function in the classroom by first demonstrating the various functions of language to learners (such as giving directions, developing an argument, making requests, describing processes, categorizing things, and contrasting ideas) and the internal grammatical organization of both words and phrases and how they support language functions. It is also critical to highlight the importance of intonation in spoken English as it relates to language function. Besides, learners must realize that there are three levels of formality: formal (careful and serious), informal (relaxed), and neutral (between formal and informal). After illustrating these facets of language function and form, the teacher can present a dialogue that employs both language functions and forms and then highlight the role of each. Afterward, students can practice language functions and forms by working in pairs, such as by making requests or arguments to their partners.
One addresses the relationship between verbal and written expression in the classroom by strategically using teaching tools, including graphic organizers, multimedia, and visuals, to help learners understand the link between speaking and writing. The instructor can explicitly cover content-particular general academic terms that support verbal and writing expression, before modeling the same to students (Ramberg, 2014). Afterward, the instructor can give learners the opportunity to work in groups in practicing both forms of communication in small groups. Teachers can further develop students’ speech and writing skills by integrating speech and writing assignments: for instance, asking students to write a summary of a story and then present the same to the class orally is an activity that extends students’ speaking and writing proficiency.
Some of the strategies one can implement to support the vari...
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