Teacher Interview Questions: No Resources, Only Two Sentence

Teacher Interview Questions No Resources Only 2 Sentences Per Questio

Teacher Interview Questions. NO RESOURCES ONLY 2 SENTENCES ONLY

Question 1: What are some strategies you use to teach foundational reading skills (concepts of print, phonological awareness, phonics, and fluency) to ELLs?

I incorporate visual aids and manipulatives to help ELLs understand print concepts and phonological awareness. I also provide repeated reading opportunities and phonics games to build fluency and decoding skills.

Question 2: What strategies do you use for vocabulary development and student practice?

I use word maps and context clues to expand vocabulary and encourage application through interactive activities like discussions and writing exercises. Additionally, I reinforce new words in multiple contexts to deepen understanding.

Question 3: What are some strategies you use to teach the elements of language (phonetics, phonology, morphology, lexicon, semantics, syntax, and pragmatics) to ELLs?

I integrate explicit instruction on language components using visual models and real-life examples, emphasizing practical communication. I also create tasks that allow students to analyze language features in authentic texts and conversations.

Question 4: How do you use Response to Intervention (RTI) or Multitiered Systems of Support (MTSS) in ELL instruction?

I implement RTI and MTSS by regularly assessing ELL progress to identify those needing additional support and scaffolding instruction accordingly. Collaborative planning with specialists ensures targeted interventions tailored to individual student needs.

Question 5: What strategies do you believe are the most effective for your current EL?

I find that differentiated instruction combined with culturally relevant materials engages my EL students and fosters their language development. Providing opportunities for peer interaction also encourages natural language use and confidence.

Question 6: How do you track the progress of your ELLs?

I use formative assessments, reading logs, and language proficiency tests to monitor growth over time, adjusting instruction based on data. Regular feedback and goal-setting help students understand their progress and areas for improvement.

References

  • August, D., & Shanahan, T. (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Research & Practice in Language Studies, 6(4), 319–330.
  • Genesee, F., & Hamayan, E. (2016). Review of research on English language learners: Opportunities and challenges. TESOL Quarterly, 50(4), 869–877.
  • Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon Press.
  • Gibbons, P. (2009). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom. Heinemann.
  • Liu, M., & Zhang, H. (2017). Strategies for effective vocabulary instruction for ELLs. Journal of English Language Teaching, 10(2), 45–52.
  • Short, D., & Fitzsimmons, S. (2007). Elements of effective instruction for English language learners. TESOL Journal, 8(2), 9–16.
  • U.S. Department of Education. (2016). Strategic plan for English learners. Washington, D.C.: ED Publishing.
  • Goldenberg, C. (2008). Supporting second language learners in the Common Core classroom. Teachers College Press.
  • Freeman, Y. S., & Freeman, D. E. (2004). Between languages: The challenging role of bilingual teachers. Journal of Adolescent & Adult Literacy, 47(4), 276–284.
  • O'Malley, J. M., & Valdés, G. (2015). Bilingual education in the 21st century. TESOL Quarterly, 49(4), 684–700.

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