Two Questions for ELL Question 1 The content/concept that a teacher may use to teach to his or her English Language Learners (ELL) is the description of the fall of precipitation. Prior to student interaction, of course, the ELL teacher has to provide an explicit skill instruction to his or her students…
The notion of “providing practice” is generally defined as the praxis of supplying practice-based items so that learners have “multiple opportunities” (Lanin-Thompson & Vaughn, 2007). A guided practice includes the finding of, or comprehending, the subtle distinction of the words “downpour,” “drizzle,” and “sprinkle,” which according to Lanin-Thompson & Vaughn are different descriptions of the fall of precipitation. Since the characteristic of explicit skill instruction is routine or repetitive, English Language Learners are gradually able to acquire these words. Giving this kind of learners an ample time for them to practice is undoubtedly empirical. Muniz-Swicegood argues that students who received explicit skill instruction and guided practice “can then practice the skills and strategies they have learned” (as cited in Lanin-Thompson & Vaughn). This practice could be done substantially through group discussion or interaction. Such strategy certainly increases the interaction among English Language Learners. Question 2 The basic stages of second language acquisition have great implication both to the teacher’s pedagogy and to the L2 student. ...
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“ELL Concepts Research Paper Example | Topics and Well Written Essays - 500 Words”, n.d. https://studentshare.net/other/16412-ell-concepts.
However, problems have been seen because some parents may be discouraged to participate, since they themselves have limited English skills. Because of these dilemmas, it is important to establish a firm home and school connection with ELL families in order to surpass barriers that could hinder learning.
The guide for tourists or people interested in visiting a place includes information of different dimensions, for example sites worth visiting, the places of attraction, the kind of people, their hospitality, and culture etc. It helps them in drawing up a rough sketch of the place in their minds.
As the paper declares the traditional methods of teaching that impose endless hours of drills and the abuse of repetitive skill-based worksheets all have poses serious obstacles to enhancing the educational services for ESL students. International students have continued to struggle in their academic subjects since English is not their first language.
By 2015, critics expected the number of ELL enrollment in United States schools to reach 10 million. Also, by 2025, roughly one out of every four public or private school learner will be an ELL (Short & Fitzsimmons, 2006). The No Child Left Behind law (NCLB) is attracting some much-needed concern to the success gap of ELLs, but the manner in which the law considers these students is not supportive enough.
It is seriously vital that the wide variety of content assessments used for ELLs be legitimate and fair. Even though, this task is not easy, it is the answer to enhancing educational chances for language-minority learners. ELLs are learners who are still enhancing proficiency in English (Hakuta, 2009).
712) indicates that the problem statement of Dobratz’s research is: what are the effects of select person-environment variables as they influence psychological adaptation to dying in home hospice patients?
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nd teaching the inherent grammatical rules and transition of words from past, present to future tenses are relevant in language acquisition (Bacon.& Nicole, 2011) This document aims to provide academic answers to questions raised below:
Theorists pointed that there are three