Growth And Development Reflection English Language Essay

Growth And Development Reflection English Language adjudicateThrough the video lectures in this air and the previous course, I maintain gained a great deal of new cognition that impart service me in being a better instructor to my English spoken language gypers. The top cardinal ideas that will stick with me throughout the take a breather of my command career include Krashens Affective Filter, Cummins Common Underlying Language development theory (CULP), the importance of being a Cultur aloney Responsive teacher, the quaternary Domains of Language, and how to Differentiate Instruction.I am not a mobile Spanish speaker, but after teaching at a instruct with a high ELL student population and taking umteen conversational Spanish classes Ive picked up enough of the language to avail me posit by. However, I nonetheless do not feel comfortable oratory Spanish in front of my peers, students, or their parents. The Affective Filter theory (Krashen, 1981) helped to explain the reasons wherefore I was so uncomfortable in speaking the Spanish language around others. I fin every(prenominal)y understand why some of my students arent cream up the English language as fast as others. They whitethorn affirm the skills necessary to communicate in English, but they wishing the ego confidence and motivation needed to try something new such as learning a new language. It can be re each(prenominal)y frighten to learn a new language. Not only are you trying to carry-forward your essential language skills into a new langauge, but you excessively give birth to worry about your accent, grammar and correct pronunciation. The fear of making a mistake can hinder the process of acquiring a reciprocal ohm language therefore, I will try to lower my students affective riddle by making my ELL students feel as comfortable as affirmable when speaking English. I will try to speak more Spanish around them so they can see that they arent the only ones trying to le arn something new. We will go through the learning process together and they will k straightaway that it is okay to make a mistake.I truly belive in the Common Underlying Language Proficiency (CULP) theory developed by Cummins (1991). Ive seen first hand that when my students are proficient in their native language, it makes it easier for them to transfer those skills into the English language. Ive had some students come to me with little or no native (L-1) language skills. Its a very long and difficult process to help those students acquire the English language since they have virtu onlyy no friendship base to roleplay with. Its almost like teaching an infant a new language only more ch in allanging since you cant spend all of your time working one-on-one with just that student. You cant give them all the attention they need in order to catch them up to the rest of their peers. Also, you have no control over what happens when they leave the classroom. Most of those students get n o exposure to the English language once they go home.The course lectures have taught me how important it is to be a culturally responsive teacher (Gay, 2000). In the past, I have tried to incorporate a curing of my students last into my lessons. However, I have not done a very good job of teaching them about cultures other than their own. I have a few non-Hispanic students in my classroom whose cultures Ive neglected this year. I effect too lots emphasis on my Hispanic students and did not do a very good job of making my students certified of all the other cultures throughout the world. Now that I am more aware of what it means to be culturally responsive I will do a better job with the students I have next school year. I plan on teaching them about the Italian culture since that is my heritige. I also would like my students to do a research bulge out on themselves. They would get to interview their family members, bring in pictures about their life, and lay out their take i nings to the class. Not only would this activity give the students a chance to find out more about themselves, but it would also teach my students to revalue the fact that we are all unique.The Four Domains of Language are listening, speaking, interpreting and writing. I learned that listening and get hold ofing are receptive man speaking and writing are communicative forms of language.I find that many of my ELL students have great receptive language, but are lacking when it comes to expressive language. I can attribute that to the fact that we spend so much time trying to teach our ELL students the rules of the English language such as phonological awareness, phonics and vocabulary. As a result, we dont put enough emphasis on fluency or writing. My ELL students are able to decode and can hit the books in English if I were to put a grade take passage in front of them, but they are not fluent and would have a very difficult time writing a summary of the text they just read. In order to address the lack of expressive language, I conduct timed fluency checks will all of my students on a regular basis. My students chart the amount of words they read in a minute and are constantly trying to maturation their fluency. I also have a fluency center in which my students can work on their rate and accuracy through the rehearse of repeated readings. They enjoy working with a partner and listening to each other read. We also do a lot of readers theatre, poetry and plays to work on making them more comfortable with speaking the English language. In the area of writing, we use graphic organizers in every core class area. My students also have a journal in which they have five minutes of free writing each day. I want them to have as much practice as possible in the areas of reading, listening, speaking and writing so they will be proficient in all four domains of language.Finally, in the area of differentiated instruction I suppose Ive come the farthest. With the i nflux of Response to Intevention/Instruction (RTI), Ive made more of an social movement to differentiate my instruction not just for my ELL students but for all my students. I not only take into account my students language codes when planning a lesson, but now I also look at their progress takes and background cultural factors. When I plan center activities I now try to have lessons that will fit the needs of all my students. I want to challenge my advanced learners as well as give activities that will make my below grade level students feel successful. For hearty group lessons, I make sure to tap into my students prior knowledge of a subject, set the stage for learning, place a large emphasis on vocabulary, incorporate graphic organizers, provide realia, and ask higher level thinking questions. These are great strategies not just for ELL students, but for all students.