DQ 1 Before The Start Of A School Day In The Middle Of The S

Dq 1before The Start Of A School Day In The Middle Of The School Year

DQ 1 Before the start of a school day in the middle of the school year, a colleague of yours who is in his first year of teaching comes to you flustered and stressed because he has a new ELL student starting in his class. The student is a refugee who has had limited and interrupted formal education. After looking at the student's English language proficiency level and other limited assessment data, your colleague blurts out in exasperation that the student does not know anything and there is no way he can catch the student up academically. How do you approach a conversation with this colleague? What do you say to support the new teacher in developing an asset-based approach to ELLs?

DQ 2 What instructional strategies, tools, and resources can you incorporate into your lessons to utilize ELLs' background knowledge and activate prior knowledge? Reflect on a recent content area lesson you have taught or observed and provide a specific example of how the lesson built on background knowledge or activated prior knowledge of students. Alternatively, provide a specific suggestion for addressing background/prior knowledge, if not observed.

Paper For Above instruction

The scenario involving a first-year teacher overwhelmed by the presence of a newly arrived ELL student who has experienced interrupted formal education highlights the importance of fostering an asset-based approach to English Language Learners (ELLs). Such an approach recognizes the rich prior knowledge and diverse experiences ELLs bring, even when their formal education has been limited or disrupted. Supporting new teachers in shifting from a deficit-oriented mindset to an asset-based perspective involves guiding them to see ELLs as valuable contributors to the classroom community and as individuals with unique strengths and learning potentials.

Initially, it is crucial to acknowledge the emotional and psychological stress that first-year teachers often experience. Reassuring them that initial struggles are typical and emphasizing the importance of patience and empathy set a supportive foundation. When discussing the ELL student's capabilities, it is effective to help the teacher understand that language proficiency does not equate to a lack of knowledge or potential. Instead, it reflects the need for targeted support in language acquisition while recognizing the student's existing cultural and experiential assets.

A practical approach involves promoting a mindset that views the student’s cultural and linguistic background as an asset. For example, the teacher can be encouraged to incorporate these cultural resources into lessons, thereby validating the student’s identity and fostering engagement. Moreover, emphasizing the importance of scaffolding instruction, differentiating tasks, and utilizing visual aids can help bridge gaps without stigmatizing the student.

Supporting the colleague to develop specific strategies might include modeling student-centered, culturally responsive teaching practices. For instance, using visual organizers, graphic aids, and collaborative learning groups can facilitate understanding and support language development. Furthermore, the teacher should be encouraged to set realistic, incremental goals for the student’s academic progress, recognizing that meaningful differentiation and patience foster long-term success.

In addition to fostering a positive mindset, it is essential to provide the teacher with resources on language development and culturally responsive pedagogy. Professional development workshops, mentorship programs, and collaborative planning time can build confidence and competence in supporting ELLs effectively.

To activate the student's prior knowledge and leverage their background, the teacher can employ strategies such as using familiar contexts, connecting new content to students’ previous experiences, and encouraging peer interactions. For example, a science lesson about ecosystems could incorporate students’ cultural or environmental knowledge, making the content more relevant and accessible.

Ultimately, emphasizing a strengths-based approach through ongoing professional learning, reflective practice, and collaborative support creates an inclusive learning environment. This approach not only benefits the ELL students by affirming their identities but also enriches the classroom culture, benefiting all learners by promoting diversity and understanding.

References

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• Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Lifting the effective practices from the field. Urban Education, 48(4), 606-630.
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• Goldenberg, C. (2017). Unlocking English Learners' Potential: Strategies for Developing Language, Literacy, and Content for ELLs. ASCD.
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