Chapter One

The document discusses important strategies for teachers to support English Language Learners. It states that having parents speak to their children in their native language at home helps develop language skills that facilitate learning English. It also notes that ELL students under age 12 who have a firm foundation in their native language can reach the 50th percentile in core subjects within 5-7 years, while older adolescents may not have enough time left in school. The document emphasizes the importance of meeting ELL students' needs early and enrolling them in English language programs.

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Chapter One

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cindisol

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Chapter 1

What do I believe to be the most important ideas/strategies teachers must know as they support the English Language Learners in the classroom?

Most Important
Parents who read to and talk with their children in their home language help their children develop language skills in ways that will facilitate their learning of English

My Personal Reaction
I thought this was an interesting factor. If students haven't grasped a solid understanding of their native language, they will struggle with English language concepts an confuse them with their first language. ELL's who are under the age of 12, having had a firm foundation in their native language, will reach the 50th percentile on reading, language arts, science, and social studies within 5-7 years. Yet adolescents may not have enough time remaining in their schooling to mater the language proficiency. I know understand how important it is to meet the needs of the ELL as soon as possible and get them into an ELAP. This will increase their chances of successful acquisition of English language proficiency. I will be taking with me the strategies outlined in the textbook: Model academic language and help students make connections between language and content Focus on strategic thinking, problem solving, and comprehension techniques that students use Emphasize activation of students' prior knowledge, respect for their native language and culture, and using multiple level assessment English learners do not differ significantly from those of other diverse learners. This misconception cultivates the attitude that exposure and interaction will result in English-language learning. SCAFFOLDING! Teachers must direct student attention to the language task and what language is needed to participate in the learning activity. This applies to cooperative-learning and using this forum as an effective way of helping the ELL student develop English as a second language. I must always be aware that some learners learned English from written text and some learned through oral communication. This will make me more aware of the fact that each ELL will have different learning styles and will therefore have different instructional needs.

The first-language script issues and the strategies to foster English-language acquisition

Misconceptions