Comprehensibility

Comprehensibility means the understanding of what is being taught or discussed. According to SDAIE (Specially Designed Academic Instruction in English)makes it different from mainstream instruction. Comprehensibility can be increased in four different ways:
1. Contextualization: This means "the verbal presentation of a lesson is supplemented by the use of manipulatives, realia, media, and visual backup as teachers write key words and concepts on the board; the use of graphs, pictures, maps, and other physical proper to communicate, or by technology" (Diaz- Rico & Weed, 2010). This appeals to different learning styles of students.
2. Modeling: This aspect includes using hands- on, explanations where students are able to follow step by step to understand new concepts.
3. Speech Adjustment: One way to adjust your speech is to monitor personal language usage and reduce teacher talking in the classroom. This allows for the students to have more opportunities to accommodate their students' evolving proficiency.
4. Comprehension Checks: Teachers should take into consideration a linguistic hierarchy of question types. This includes nonverbal responses during a silent period, yes/ no or multiple choice responses in the beginning, and once more comfortable ask open ended questions.

Learning Language Structure

One aspect that is important to remember in regards to language learners in the nonverbal communication aspect. "This nonverbal system involves sending and receiving messages through gesture, facial expression, eye contact, posture, and tone of voice" (Diaz- Rico & Weed, 2010). Think about how hard it would be to learn a completely new verbal language. Then, throw in nonverbal communication. There is no written code or rules in regards to this. Mainstream teachers need to remember that body language can actually impede communication due to cultural differences. Gestures are another controversial nonverbal sign of communication. Gestures are used throughout different countries, however have many different meanings than what we are used to. As teachers, we need to become culturally sensitive and aware of these differences.

Sociocultural Support for L1 in the Classroom Environment

Different sociocultural factors provide positive results in education for ELL students. One aspect is in the form of cooperative learning. "Positive race relations among students and socialization toward pro-social values and behaviors are potential outcomes of a cooperative- learning environment" (Diaz- Rico & Weed, 2010). As a result, there may be a sense of comfort in the school environment with students from different cultures. "Students may gain psychological support from one another as they acquire English, and this support can help the students work as a group with the teacher to achieve a workable sociocultural compromise between the use of L1 and L2" (Diaz- Rice & Weed, 2010).

Title III District Procedures

This week, I went to research how my district published and trained personnel in regards to Title III. To my surprise, there wasn't much posted on the district website except for the legal definition. However, I searched on BroadyESL and was able to find a wonderful article that helped explain the best practices used based on federal and state regulations.
http://broadyesl.wordpress.com/2012/09/25/title-iii-limited-english-proficient-lep-immigrant-students-district-procedures-nclb-requirements/

Integrating Language Skills

When discussing the four domains, I often feel that they are discussed separately. However, this should not be the case with instruction. According to Diaz- Rico & Weed, writing, reading, listening, and speaking should be combined. This will help develop the language skills in a unified way. It also helps reinforce one skill by using another. This allows for "language to convert from receptive (listening and reading) to productive (speaking and writing) and vice versa" (Diaz- Rice & Weed, 2010).

Krashen’s Monitor Model

Krashen's Monitor Model believed that people acquire second- language structures in a predictable order. However, this was only the case if they obtained comprehensible input, "and if their anxiety is low enough to allow input" (Diaz- Rico & Weed, 2010). This theory includes five hypothesis:
- The Acquisition- Learning Hypothesis: acquisition and learning are two separate processes in mastering a second language.
- The Natural Order Hypothesis: Krashen believed there is a natural order of acquisition of English morphemes.
- The Monitor Hypothesis: This is an error detecting mechanism. This checks for accuracy and edits.
- The Input Hypothesis: Language is acquired through comprehensible input. This includes using a variety of techniques and modalities. It also includes visual and kinesthetic to make sure speech is understandable.
- The Affective Filter Hypothesis: This address emotional variables. This includes anxiety, motivation, and self- confidence. These emotions can block or facilitate input from reaching the language acquisition device (LAD).

YouTube Video Using Web 2.0 Tools for Alternative Assessment of ESL Students

Reblogged from broadyesl:

http://www.youtube.com/watch?v=pe1HLs367VQ&feature=player_embedded

TESOL Standards vs. TESOL Technology Standards

It is sometimes confusing to distinguish between TESOL standards and TESOL Technology Standards. Below, I typed up a short description using both books that hopefully will hope clarify between the two.

TESOL Technology Standards: The TESOL technology standards provide standards that are based on technology integration. These standards help provide a better understanding and how they can be applied in different contexts. The TESOL technology standards are very helpful because it provides assistance with available technology. This can include little technology or a greater amount. The resources provide technology alternatives since technology plays an important role in ELL academic success. There are three goals TESOL provides. 1. Language learners demonstrate foundational knowledge and skills in technology for a multilingual world. 2. Language learners use technology in socially and culturally appropriate, legal, and ethical ways. 3. Language learners effectively use and critically evaluate technology- based tools as aids in the development of their language learning competence as part of formal instruction and for further learning. 

TESOL Proficiency Standards: The TESOL Standards consist of five different standards for ELL students. The first standard is based on a need for social, intercultural, and instructional purposes. The other standards focus on academic areas that include math, science, language arts, and social students. . TESOL standards are joined with lesson plans to make sure all parts of the lesson reach certain objectives. TESOL has a focus on language proficiency in schools. These standards reflect academic language proficiency that is connected to content standards for ELL students based on English proficiency.

TESOL Technology and the classroom

This article helped discus the importance of implementing TESOL technology standards into the classroom. It isn't long, however is worth reading.

http://newsmanager.commpartners.com/tesoleeis/issues/2012-11-13/3.html

ELLs and Running Records: Miscue Analysis

I recently came across an article on BroadyESL in regards to Running Records and ELL students. As a first grade reading teacher, running records are completed on a weekly basis, and I am constantly looking for ways to better my approaches with ELL students. WIDA created a list of "tips" that should be taken into consideration. These includes providing sufficient processing time, fully understanding miscues, and even learning more about your student's native language. This article is a must read!
http://widaatwcer.blogspot.com/2013/03/running-records-and-ells-miscue-analysis.html