Clinical Field Experience B: ELL Instructional Strategies

Clinical Field Experience B: ELL Instructional Strategies

Part 1: Supporting ELL Students

My mentor teacher, Mrs. Thomas, and I had an informative conversation in which we analyzed the ELL case studies and developed useful instructional techniques to serve English Language Learners in her Language Arts classroom for seventh graders. We looked at methods to improve rudimentary reading abilities, encourage vocabulary growth, teach language aspects, and use Response to Intervention (RTI) or Multitiered Systems of Support (MTSS) for ELL instruction through our joint exploration. As a result of Mrs. Thomas' knowledge and experience, a range of practical and evidence-based approaches emerged to meet the special learning requirements of ELL kids, assuring both their academic success and language mastery:

What are some strategies you use to teach foundational reading skills (concepts of print, phonological awareness, phonics, and fluency) to ELLs?

Mrs. Thomas: In our classroom, we teach ELLs the fundamentals of reading using various techniques. We incorporate word walls, where we display key vocabulary and sight words. For example, we begin with simple sight words and have students write them several times daily, using them in sentences and completing worksheets to help them remember the new words. Additionally, we use YouTube videos to offer visual and audio reinforcement for the word walls.

What strategies do you use for vocabulary development and student practice?

Mrs. Thomas: One tactic we utilize for vocabulary development is repetition. We give students plenty of opportunities to practice and strengthen their vocabulary because we believe that practice makes perfect. We put students through numerous practice exercises till they are proficient in the subject. This can be achieved by employing flashcards, engaging in language-related video games, or completing vocabulary assignments.

What are some strategies you use to teach the elements of language (phonetics, phonology, morphology, lexicon, semantics, syntax, and pragmatics) to ELLs?

Mrs. Thomas: When teaching the language aspects to ELLs, we often work in small groups or one-on-one with the students. As a result, we are able to offer more specialized guidance and support. We concentrate on phonetics, phonology, morphology, lexicon, semantics, syntax, and pragmatics through various activities, including interactive conversations, supervised practice sessions, and hands-on language activities.

How do you use Response to Intervention (RTI) or Multitiered Systems of Support (MTSS) in ELL instruction?

Mrs. Thomas: To support ELL instruction in our classroom, we use RTI or MTSS. For instance, if a student needs extra help, we can utilize a pull-in or pull-out framework. I have a visually impaired student, for instance, and we set up for a specialist to come in and assist with her on particular assignments, ensuring she doesn't fall behind. Another example is when students have speech difficulties, they receive support from the speech teacher.

Additional Questions:

Is working with the RTI difficult?

Mrs. Thomas: Not at all. Actually, working with the RTI helps prevent learners from falling far behind. It offers the tools and measures required to support their learning requirements. Without RTI, addressing each student's needs would be difficult.

Is this process the same for ELL students?

Mrs. Thomas: Yes, the RTI procedure is identical for ELL students. Regardless of the stage of the RTI, ELL students get the support and resources they need to succeed in their language and academic development. The measures are tailored to meet their individual needs.

Part 2: Plan and Reflect

My fieldwork at Bailly Stem Academy allowed me to observe Mrs. Thomas' Language Arts class for seventh graders and interact closely with Michaela, a visually challenged student who utilizes adapted equipment to excel academically. Building on the earlier discussion with Mrs. Thomas, I concentrated on offering Michaela instructional support to meet her language acquisition needs and advance a welcoming atmosphere for learning that upholds her linguistic and cultural distinctiveness.

Throughout the field experience's observation, Mrs. Thomas and I worked together to establish and put into practice specific plans of action to enhance Michaela's language development. We completed a reading mini-lesson targeting foundational reading skills, specifically emphasizing fluency and phonological awareness. Additionally, we engaged in multisensory exercises utilizing adapted materials to improve her comprehension of print concepts and encourage accurate and fluent reading. Furthermore, to improve Michaela's language abilities, we included vocabulary instruction in the larger subject matter context (Diaz-Rico, 2017). We aided her in connecting new words and her past knowledge by giving clear definitions of the vocabulary and using visual aids. Consequently, to ensure Michaela's active engagement in class activities, Mrs. Thomas and I also provided opportunities for her to practice and strengthen her vocabulary through discussions in small groups and collaborative tasks.

Throughout the observation period, I closely watched Michaela's development and modified my instructional approaches as necessary. For instance, we conducted informal evaluations such as oral questions and quick writing exercises to ascertain her comprehension and give her immediate feedback. In the end, Mrs. Thomas and I discussed the results of these tests and decided on the following actions to support Michaela's language learning process. Thomas. For example, we valued Michaela's voice and accepted her distinctive background. Additionally, to help her feel a sense of community and cultural pride, we urged her to express her experiences and viewpoints. In the process, we developed a secure and encouraging learning environment that valued all students' linguistic and cultural diversity by including various texts, culturally appropriate materials, and inclusive instructional approaches (Diaz-Rico, 2017). Consequently, my awareness of the significance of respecting and encouraging language and cultural diversity in the classroom has increased as a result of working with Mrs. Thomas.

In conclusion, this experience reinforced the importance of providing ELLs with tailored training and differentiated support for my future professional practice. It underlined the significance of setting up inclusive classrooms that serve all students' needs, including those of individuals who have visual impairments. Consequently, I understood the need to work together and frequently reflect with mentor teachers to properly handle ELLs' unique language acquisition demands. As I get more field experience, I intend to keep assisting Michaela with her language learning needs by developing and implementing instructional strategies that suit her needs. I will continue to promote inclusive practices, appreciate diversity, and foster a classroom environment that values and respect each student's linguistic and cultural background of all learners. In this regard, I want to develop into a successful educator that offers ELLs substantial and diverse assistance for their language development and academic success through continued cooperation and professional development.

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Reference

Diaz-Rico, L. T. (2017). The crosscultural, language, and academic development handbook: A ???? complete K-12 reference guide (6th ed.). Boston, MA: Pearson.