Clinical Field Experience B: ELL Instructional Strategies
Since ELLs are tasked with not only developing content knowledge but also acquiring proficiency in English, teachers must implement effective instructional strategies to address all the learning needs of an ELL.
Allocate at least 5 hours in the field to support this field experience.
Part 1: Supporting ELL Students
Use students from your field experience classroom and the "ELL Case Studies " to discuss ELL instructional strategies with your mentor teacher. When you are discussing the case studies, assume each student is joining your mentor teacher’s classroom. You may consult other teachers at your field experience site to gather additional information or work with multiple teachers if needed. Include the following in your discussion:
What are some strategies you use to teach foundational reading skills (concepts of print, phonological awareness, phonics, and fluency) to ELLs?
What strategies do you use for vocabulary development and student practice?
What are some strategies you use to teach the elements of language (phonetics, phonology, morphology, lexicon, semantics, syntax, and pragmatics) to ELLs?
How do you use Response to Intervention (RTI) or Multitiered Systems of Support (MTSS) in ELL instruction?
At least two additional questions to discuss with the teacher.
Observe at least one classroom in a K-8 or 9-12 school setting with ELLs. Work with an individual student or small group of students identified with your mentor teacher during Clinical Field Experience A. If possible, focus on instructional or support activities related to the discussion with your mentor. Examples of activities include conducting a reading mini-lesson targeting a foundational reading skill; providing vocabulary instruction and practice within a content area; creating a targeted lesson based on student data to address a discrete element of language; and administering an assessment as a part of progress monitoring.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
Part 2: Plan and Reflect
Following the observation, discuss with your mentor teacher the progress made and next steps for working with the student or group of students. Plan how you will continue to support the students during the next field experience. Collaborate on how you can respect and promote the linguistic and cultural differences of the individual learners you are working with.
Write a 250-500 word reflection summarizing your observations and discussion. Include a reflection of how you supported the language acquisition needs of the students you worked with. Address how what you have learned will affect your future professional practice. Include how you will support the student or group of students in additional field experiences.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Clinical Field Experience B: ELL Instructional Strategies
Students Name
Institution Affiliation
Course Full Name
Professor Full Name
Due Date
Clinical Field Experience B: ELL Instructional Strategies
English Language Learners (ELLs) were a focus of my recent field experience, where I assisted my mentor teacher in the classroom. This exposure aided my understanding of how best to train English language learners (ELLs) to improve their language skills and topic knowledge. My mentee educator stressed using several senses while teaching reading comprehension. We used visual aids, engaging exercises, and a graduated release of responsibility to introduce students to reading and writing. We employed picture books to help pupils make the auditory-visual connection between letters and their sounds. These methods prompted more student involvement, which improved their ability to learn and remember new terminology.
For ELLs to progress linguistically, expanding their vocabulary was crucial. Working with my mentor, I saw firsthand how incorporating new language into contextualized and real-world circumstances can be beneficial. The academic language was taught explicitly, and visual aids like photos and diagrams helped pupils grasp and apply the material. This method not only helped pupils learn the language better but also helped them learn the material more thoroughly. Instructing linguistic building blocks was fascinating (Kim, 2021). Conversations with my mentor made me realize the value of incorporating language into routine tasks. Using real-world writings and interactions, we could put phonetics, morphology, and syntax into perspective. By taking this route, students could better grasp the relevance of these linguistic building blocks outside the classroom.
Learning about RTI and MTSS and how they might be used to teach ELLs has been interesting. According to my mentor, kids with varying degrees of linguistic competence may benefit from individualized treatments. We spoke about data-driven decision-making, in which constant monitoring is used to pinpoint problem areas (Hussain...