This activity allowed me to read a diverse set of experiences from ELLs and some of their teachers and/or mentors. When we are focussed on theory, research, and outside voices, the true experiences and curriculum as lived experience can become lost. The reason why we are taking this course and why we continue to collaborate together to improve our teaching strategies is to improve the learning experiences and success outcomes for ELLs. Through these stories, I was able to see how alienated ELL students can feel and how the biased messages teachers send negatively affect these students and their motivation to learn, It is important that students are not neglected and ignored, we have a responsibility to empower their sense of confidence and affirm their identities, cultures, and languages. Empathy is the key tool we need as educators; many ELL students are facing several challenges in our classrooms that transcend language learning. We must take socioeconomic factors into consideration, truly get to know our students and foster an inclusive learning environment and use tools (like dual-language learning and peer-mentorship) to mediate and address these challenges. Understanding the STEP process and the kinds of strategies and activities that go into it is important for all teachers to understand. These assessments are used to help students, support staff, families, administrators, and educators plan and set goals that will best support the student. I was able to compile 60 pages of curriculum documents into a graphic organizer that helped me to better understand the process and the differentiated strategies in administering those assessments and providing necessary support and on-going assessments. Every student is different and will require different steps in order to achieve their goals and become proficient in English. One important thing I have taken away from this assignment is that STEP can be a fantastic resource in helping to support and identify the initial and ongoing developmental stages of ELLS; but that is only one part of the process to support ELLs on their journey to language acquisition. I created a video exploring many of the visions outlined in the EDUgains site and used what I have learned so far in this course to create an action plan to make sure these goals become a reality. I was able to have a product of the learning I have done thus far and feel as though many of the action plans will help support ELLs in my classroom to become confident and empowered by their diverse identities, languages, and cultures. Professor Cummins Pedagogy of Empowerment in our discussion of culturally inclusive pedagogy's informed my vision and action plans heavily as I related to the coercive power relations he discussed throughout my own education and was a reason i wanted to become a teacher to reverse those power relations. It is through a collaborative learning and working environment where real learning occurs and were student are put first and given opportunities to curate their own knowledge with support from the educator. I am looking forward to continuously adding to my vision and altering my action plan as this course goes on and my practice informs what i have learned here.
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K-W-L ChartIt is important to first establish your own beliefs and prior knowledge before you are able to confront them. I realize now how little I really know and how much more I need and want to learn. This is an important step in challenging and continuing to challenge what I know about teaching English Language Learners. I am particularly interested in Literacy skills and standardized testing as that is a key component to my job as a secondary English teacher. I also want to expand on the methods and modes of teaching ESL so that i can use differentiated instruction based on the individual needs of learners. I think this will be a key artifact to return to at the end of the course as I continuously add to the what I have learned section. This chart can be utilized as a physical representation of how much I have benefited from this course as well as a quick collection of all of the resources I have gathered that will inform my teaching practice. Exploring Theories: "Should I Correct my Students' Mistakes?"This task allowed me to explore a topic I have always been concerned with: corrective feedback. I was able to explore multiple, and polarized sides to the same argument. I found myself, after reflection, agreeing with Coelho that it is about the method and quality of feedback not only for ELLs but for all learners. How many times have I corrected a student's grammar before commenting on the message of their work? It is important to realize that language acquisition is a process and you must meet students where they are at and be selective about the mistakes that you choose to correct. Forming bonds with your students and understanding their mistakes is an important step to knowing how to respond and how best they will take to your feedback. This is an important document to return to as I continue to build on my theoretical understanding of corrective feedback and how best to support my ELLs and all my students with the ideas presented within them. Capacity Building Series: ELL Voices in the ClassroomIt is easy to get lost in theoretical concepts to the point where an educator forgets that you must take from them important information that will inform your practice and impact real lives within your classroom. I chose to analyze the "ELL Voices in the Classroom" document from the Capacity Building Series. My biggest gripe with this document is that it seeks to give educators the resources and practical approaches to supporting ELL voices within the classroom, without actually including their voices within this document. Were any ELL students and/or parents part of the creation of this resource? I think this analysis is important because many teachers will think they are applying these theories to support ELLs without actually listening to them. Students must be involved in their learning process and have a say in what they learn and how they learn it (incorporating L1 languages for example instead of being discouraged from using it). I found many of the practical approaches and activities helpful (if done well) and that is why I want to save this artifact as it reminds me of the importance of criticality alongside action. Theories mean nothing if they are not applied appropriately and meaningfully to benefit ELLs.
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