Explanation
Organization for Project:
-A suburban middle school school located in a Delaware.
-Total school population for 2022-2023: 790
Percentage of students with limited language proficiency: 8.6%
The Problem:
There is large percentage of English language learners who are often mainstreamed into content areas courses at the secondary level without any direct support provided in those classes. As a result, context area teachers often express frustration as how to service those students learning needs in their classrooms. This leads to issues of inequitable instruction where ESL students have a greater tendency falling behind or feeling marginalized. Lower achievement for ESL students may impact their long-term success.
Aim:
The aim of this project is to teach educators how to identify the needs of ESL students and provide them guidance on what support that can provide when direct support is unavailable. The infographics and training module will assist educators to better identify and understand what skills language learners possess within each stage of development: Starting, Emerging, Developing, Expanding, and Bridging.
This portfolio also intends to address common issues for secondary educators who receive ESL students without adequate support.
What are the defining characteristics of ESL students at each proficiency level?
What can mainstream teachers learn research regarding scaffolded instruction for language learners?
What can language learners do at each level of proficiency?
What classroom strategies will help support these students the most?
What are some practices that a mainstream teacher without an ESL background can use to best support a multilingual classroom?
How can a mainstream teacher best identify when an ESL student is ready to move onto the next level of academic demand?
Target Audience:
Low performing English language learners who struggle to meet or exceed the academic demands within mainstream content area classrooms, particularly with the four core areas of English Language Arts, Math, Science and Social Studies.
Delivery Options:
This learning solution will involve providing content area teacher with an online module that can be used by secondary teachers.
Front End Analysis: Instructional Need:
My observations and experiences in working as an ESL teacher in the Delaware public school system has led to the conclusion that many ELLs are placed in classrooms with mainstream teachers who may not have specialized training in working with this population. A number of challenges can arise with mainstream teachers are unequip to handle the challenges of both limited English proficiency as well as varying level of English proficiency. When mainstream teachers with specialized ESL training struggle to communicate effectively with ESL students due to their language barriers, it becomes increasingly difficult for them to provide effective instruction and support. As a result, this learning impediment creates a challenge for ESL students to fully participate and engage in the classroom. Without specialized ESL training, mainstream teachers may not have the tools or the resources they need to effectively support their ESL students. Due to building, district or state funding, access to language support services such as translators, interpreters, or specialized materials and resources may be limited or non-existent. Furthermore, some teachers may struggle to understand the cultural backgrounds and experiences of of their ESL students, including those with students with limited or interrupted formal education in their native language. This can lead to difficulties in teachers be able to provide culturally responsive instruction and support. This can lead to greater disconnect between ESL students and their mainstream peers.
This training module will help address the needs of ESL students at each level of proficiency and will offer suggestions for classroom practices that can help bridge the learning gaps.
Application of Learning Theories:
Cognitive Learning Theory will be applied to this module as the objective is for the adult learners to process and transfer the information provided to memory rather than to change a behavior. With Cognitive Learning Theory, teachers should be able to apply their current pedagogical knowledge with their own domains to connecting ideas and concepts presented for English language instruction. The cognitive approach should help teachers shape their knowledge about English language learners as learning will be presented deductively, going from general to specific concepts. Concrete examples of the challenges faced by ESL students can help teachers to understand the needs of these students better. Teachers can then be encouraged to reflect on their own teaching practices and consider how they might need to adapt these practices to meet the needs of ESL students.
Application of Motivational Theories :
Social Learning Theory: This theory suggests that people learn by observing and modeling the behavior of others. In a teacher training context, this means that teachers can be trained to model effective language learning strategies using examples provided that can help students reach defined benchmarks.
Expectancy Theory: This theory suggests that people can be motivated by a belief that their efforts will lead to positive outcomes. This can be demonstrated in the classroom by teachers providing the support and resources needed for English language learners to reach their learning objectives. For instance, teachers can be trained to use scaffolding techniques to support language development.
Cognitive Load Theory: This theory suggests that learners have a limited amount of cognitive resources available, and that cognitive overload can lead to decreased motivation and performance. In a teacher training context, this means that teachers can be trained to present information in manageable chunks for ESL students.
Task Analysis:
Be able to read and comprehend information taken from the WIDA consortium along with other publications and correctly answer questions about the data.
Learn terminology necessary for better understanding the development process of English language learners.
Be able to identify and categorize classifications of English language learners.
Understand what strategies can best support language learners within one's own classroom.
Goal Analysis:
Goal: To improve understanding and support for English language learners in the classroom.