DQ 1: Research potential issues related to the identification, classification, and placement of ELL/bilingual learners into language support programs. Focus your research on English language support (e.g., ESL, ELD, SEI) or bilingual language support, not just issues related to the intersection of ELL/bilingual learners and other services (e.g., gifted and talented education, special education). Why … Read more
Assessment Description Professionals with a degree in TESOL may consider the role of a coordinator for language programs (e.g., SEI, ESL, ELL, ELD, bilingual/dual) so it is important to understand the skillset involved in this position. The ability to personally collaborate with other professionals, as well as promote collaboration among all stakeholders, is a skill … Read more
Research Question 1. What educational tools can be used to keep English language learners focused to increase engagement levels? Research Question 2. What strategies teachers can implement to help English language learners build confidence in core classes? Research Question 3. What teaching method English language learners find the most helpful when introduced to a new … Read more
Think about a TV, radio, internet, or print advertisement (ad) that you saw recently. Describe the ad in detail. What was it like? How did it get your attention? Was it funny? Were there interesting sounds or colors in the ad?
Improving Writing Skills: ELLs and the Joy of Writing | Colorín Colorado (colorincolorado.org) (182) Writing Strategies for ESL Students – YouTube (182) Writing a paragraph with high school ELLs – YouTube
Assessment Description Part of an asset-based approach to working with ELLs is recognizing the cultural and linguistic resources they possess. The asset-based approach contrasts with the deficit-based model that once dominated how many viewed second language learners. Schools and educators can help close the inequity gap faced by our diverse student population by exhibiting asset-based … Read more