Interview WHICH HAS A Language Learner English Language Essay

To commence with, I read my project to interview an English Words Learner. This seemed like it was going to be a problem since I did not know an ELL. I shared this assignment with my hubby. He explained there was a mother or father on my son's wrestling team who spoke Spanish. This seemed like a great idea so I went to the wrestling practice on Wednesday with my kid. When I appeared I seen the lady speaking, but was anxious about approaching her since I experienced never found her. Finally after about ten minutes I walked to her and released myself. I QUICKLY informed her I had a need to interview an English Dialect Learner for my university class. She told me she would be happy answer some of my questions.

The person I interviewed was Marietta. Marietta was born in San Juan, Puerto Rico on, may 21, 1968 to Maritza Suarez and Angel Benero. She's two brothers and one sister. Spanish was the main words spoken in her home as a child. As a child she started out learning English in the private preschool she went to. There she learned to read and write British. While I school learning arrived sluggish to Marietta since she was dyslexic and didn't figure out how to read or write until she was 13 years of age. Books were written in British in Puerto Rico. British is taught different in Puerto Rico than in Spain since it is near America.

Marietta wedded November 29, 1997 to Juan Navarro. They have three children. Two sons Jorge and Luis and a little princess Paola. Juan is in the United States Coast Shield. Jorge is the oldest. He's in the 12th level. Academics are problematic for him while he's in ESE classes. Their son Luis is in the 3rd grade and suffers from Attention Deficit Disorder. Paola is a 6th quality and she actually is on the A/B honor spin. Only Jorge and Paola are able to speak Spanish and understand it. Luis can understand Spanish, but isn't able to speak it. Both British and Spanish are spoken in their house. As a family group they watch both English and Spanish television shows.

I have to declare this is a wonderful interview. Even though, I was anxious about interviewing someone I didn't know it was a pleasant experience. Marietta was very eager to share with about her family. She encouraged me whenever i teach ELL students it is helpful to use design with Spanish to English vocabulary. It was exciting to hear Marietta mention that she was attending Florida State College of Jacksonville to obtain a degree to be always a Chef. For the summer term she was taking British Composition I. After she told me about her joining college I told her I would be happy to help her with the British if need me to.


In what country were born?

When is your birthday?

At what age did you figure out how to speak English?

Was English spoken in your house as a child?

Do you have trouble speaking the British Language?

When did you learn to write British?

Was British difficult so that you can learn?

Do you have any children?

Does your husband speak English?

What is the primary language spoken in your house?

Can your kids speak your native language and English?

Is there any advice you'll give instructors who are teaching English Language Learners?

Multicultural Activity

Title: Winter Holiday seasons about the World

Grade level 2nd grade

Topic: Winter vacations are not celebrated the same everywhere.

Summary: These 3 day lessons are made to instruct students about the culture of

Mexico, Israel and China; and the wintertime getaways celebrated by their civilizations. Students will learn about Las Posadas, Hanukkah and Chinese New Year.

Materials required:

Mexico: a balloon, newspapers, glue, candy, menu for Mexican hot chocolates.

Israel: Dreidel routine, dreidel game guidelines, bag of dried out beans, formula and substances for potato latkes

China: black development paper, paint, having straws, glue, glitter, 18X12 bits of colored construction paper, stapler, yellow tissue paper, crepe paper streamers

World globe, individual coloring bedding of the flag for every country.

Books needed:

Mexico; PEOPLE by Bobbie Kalman

Nine Days to Xmas by Maria Hall

Israel: Hanukkah, Oh Hanukkah by Susan Roth

The Miracle of the Potato Latkes, A Hanukkah Tale by M. Penn

China: Chinese New Yr by Tricia Brown

Lion Dancer: Ernie Wan's Chinese language New 12 months by Kate Waters and Madeline Slovenz-Low


Students will identify how three different countries and their winter activities.

Students will be able to discover each country on the world.

Day 1

I will notify the students we will pretend to be world travelers for another three times. We 're going happen to be Mexico, Israel, and China to find out about their Winter festivities.

Today we are going to visit Mexico. Does indeed anyone know where Mexico is located? Let's think it is on our globe.

I want to tell you about Mexico before we read our books. We will learn that in Mexico their winter party is called Las Posadas. They start celebrating nine times before Xmas. They celebrate every evening from Dec 16th to December 24th. Every night children and their own families reenact the story of Mary and Joseph trying to find a place to stay for the night. Then finally they went to a home and were welcomed by the innkeeper. As of this place there's a celebration on the ultimate night of Las Posadas. The households and friends commemorate with special food and Mexican hot chocolates. There is a pi±ata for the kids.

Now I will read some books about Mexico before we go to our centers.

Read books to the school. FOLKS by Bobbie Kalman

Nine Days and nights to Christmas by Maria Hall

I would have three centers set up for the students. Role play centre, pi±ata center, and flag centre.

Role play center students would pretend they were Mary and Joseph looking for a destination to stay. The students would take becomes being Mary, Joseph and the innkeeper.

Pi±ata Centre- Students would take changes adding magazine dipped in glue to a balloon which has already been blown up.

Flag Center- Students would color and label their flag of Mexico. Tutor would write on the panel the colors and their so this means. Green=self-reliance, white=purity, red=blood vessels, eagle with snake=battle for freedom.

At the end of the day we will have a particular drink Mexican hot delicious chocolate which will have been completely made using the recipe below

Mexican Hot Chocolate

3 (1 ounce) squares unsweetened chocolate

6 mugs milk

1/4 cup granulated sugar

2 teaspoons surface Mexican cinnamon

1/4 teaspoon salt

1 1/2 teaspoons Mexican vanilla extract

Using a sharpened knife, split up chocolate squares into smaller pieces.

In a medium saucepan, combine chocolate, milk, sugars, cinnamon and sodium.

Heat and stir until chocolate melts and milk is very hot. Don't allow to boil.

Add vanilla remove and whip until frothy with a rotary beater, or with a power mixing machine on low quickness. Pour Styrofoam cups.

Makes 48 ounces.

http://www. authenticmexicanfoodrecipes. com/mexican_hot_chocolate_recipe/

The students will take turns hitting the Pi±ata which will have chocolate in it.

When the Pi±ata is busted students can receive the chocolate and put it I their backpacks to be eaten at home.


Have students write an helpful paragraph about Mexico and Las Posadas. Get and quality paragraphs.

Day 2

Today we will pretend to visit Israel.

Does anyone know where Israel is situated? Give students the perfect time to answer. Let's track down it on our globe. Do you want to really know what winter party happens in Israel?

I would be pleased to tell you. In Israel they observe Hanukkah. That is a Jewish getaway. It is also called The Celebration of Equipment and lighting. We will see that this getaway is celebrated for eight days during the month of Dec. The eight day party is significant since when it was time to light the temple lamp in the past there is only enough oil to keep it lit for just one day. Incredibly, the oil burned up for eight times which offered them period to find more olive oil. For this reason, Jews enjoy Hanukkah for eight times by lighting candles in a menorah every night to honor the eight day magic. A menorah is a candle holder which holds nine candles on of these is called the servant candle because the other are lit because of it. After the candles are lit there's a party to rejoice. Children play with dreidel while enjoying a well liked treat called potato latkes. A dreidel is a four sided tops. Potato Latkes are like potato pancakes.

Now I wish to read some literature for you about Hanukkah.

Hanukkah, Oh Hanukkah by Susan Roth

The Wonder of the Potato Latkes, A Hanukkah Story by M. Penn

I would have three centers set up. The centers would be a game center, map centre, and cooking center. Students would take changes heading to each centre.

Game centre -Students would make a dreidel from a structure. A dreidel has four edges marked with Hebrew characters: Nun, Gimel, Hei, and Shin. These characters stand for the Hebrew word "Nes Gadol Hayah Sham which means a great miracle happened there, referring to the miracle of the essential oil.

Students would play the game after making their dreidel. The letters on the dreidel man Nit (nothing), gantz (all), halb (1 / 2) and shtell (put). Everyone sets in a bean. A person spins the dreidel. If it lands on Nun, nothing at all happens; on Gimel person gets all the beans; on Hei gets 1 / 2 the beans; and on Shin, you put a bean in. Game ends until someone has all the beans.

Map center- Color and label map of Israel. Blue and white are the colors on the Jewish prayer shawl and the Legend of David is the traditional image of the Jewish people.

Cooking centre will be manned by way of a mother or father volunteer.

Recipe for Potato Latkes

3 cups Simply Potato hash browns

1 cup freezing chopped onions (thawed and drained)

cup egg whites

glass flour

1 tsp baking powder

1 tsp each salt and black pepper

Vegetable oil

Directions: Mixture hash browns with eggs, mixture well. Add flour steadily while mixing until batter is doughy, not too dried out. Add baking natural powder, salt and pepper. Mix well again.

Then high temperature about in. of oil to medium high temperature. Form the batter into skinny patties about how big is the palm of your side. Fry batter in olive oil. Flip when underneath is golden brown. Place finished potato latkes on paper towels to drain. Students can enjoy this treat when it is warm enough to eat.


Students will answer the next questions.

Where performed this getaway originate? ______________________

When is this holiday break? ______________

How many days is Hannukah celebrated? _________________

Why could it be celebrated? ______________

What is name for the candle holder?_________________

Answer key




8 days olive oil burned


Day 3

Wow, we live about to travel to a different country. Let's pretend we will visit China.

Does anyone know the positioning of China? We will locate it along.

In China they have a celebration called Chinese New Yr or Spring Festive. This important vacation celebration starts about mid-January or mid-February and last about 15 days and nights. It commences with New Year's Eve and ends with the Lantern Celebration at the full moon.

Chinese New Years is celebrated with fireworks. It really is believed that the China invented fireworks a large number of years back.

We will now read some books about the Chinese New Year

Chinese New Time by Tricia Brown

Lion Dancer: Ernie Wan's Chinese New Time by Kate Waters and Madeline Slovenz-Low

There will be three centers setup painting, map centre and creative center.

Paint Center

Students will each have a dark-colored piece of engineering paper. They will put small drops of coloring on to their paper and then blow the drops with a straw. Before the paint dries, they will sprinkle glitter on the picture. This can signify fireworks.

Map Center

Students will color and label map of China.

Teachers will write on board. The red colorization of the flag symbolizes trend. The large legend symbolizes the Communist Party which tips China and small represent the people of China.

Creative Center

Students will make a lantern.

They will color an image on their piece of 18" X 12" shaded construction paper.

Fold the newspaper lengthwise with the adornment out.

Starting at the collapse, make equally spaced cuts about 1" apart, closing where you began. Teacher will attract closing lines for students.

Open the newspaper and staple alongside one another the short edges.

Stuff middle with yellowish crumpled tissue paper.

Staple a strip 1" X 6" engineering paper to make take care of.

Add crepe paper streamers to bottom level.

Hang lanterns in the class.


Give students a Venn Diagram to complete. They'll compare Chinese language New Year to New Years in America.

www. enchangedlearning. com/asia/china/flag. shtml

www. iupui. edu/~geni/lsort/a_mcultural_stude_cny. hmtl

http://teacherslink. ed. usu. edu/tlresurces/devices/Byrnes-celebrations/Chinese. html

www. lessonplanspage. com/SSChristmasAroundtheWorldK1. htm

http://teacherlink. ed. usu. edu/tlresources/devices/byrnes-celebrations/light. html

http://www. uen. org/Lessonplan/preview. cgi?LPid=22510

www. jewfaq. org/trip7. htm

3) "Planning" Article Summary and Reflection: Class Planning with ESL in Mind

This article Classroom Planning with ESL at heart experienced some strategies, instructional tips, use of terminology, and information about ESL students with special needs. Also there is information on assessing, analyzing and reporting student progress.

First, the strategies and instructional tips discussed the troubles which English Second Terminology students face. They have three obstacles: trying to gain the knowledge dependence on various content, learning the English Language while developing the capability to connect to their peers. Teachers should remember that they can be always role modeling the English language while teaching. In doing so they need to ensure their lessons are presented using various types to be able to encourage students to think about their knowledge so the can reply effectively in school.

Next, a teacher's use of vocabulary is important in the class room. They must be cautious of these vocabulary they use since students might have trouble comprehending what's spoken. Idioms can especially present a problem with English Language Learners. A professor should rephrase idioms or instruct their meanings. ELLs would take the idiom actually rather than way its planned meaning. For instance, "If you tell the students to hit their catalogs" They might hit their catalogs with their hands. Instead the meanings you want to convey is start studying or do your projects. If idioms will be used in the class then as a teacher it might be good with an idiom wall membrane which gave the meanings for every. It would also be considered a good idea to clearly tag transition times during class room activities which can prevent dilemma to your ESL students to plainly indicate changes.

Third, when a question is asked the English as another Language students will need time and energy to process the question asked before responding. Usually they have to translate it to their first words, formulate the answer in their first dialect and then convert an approximate answer into English. It is also talked about how as a professor I have to educate the vocabulary words and their meaning for things such as biology which includes words that are not regularly used in everyday communication. A great exercise to improve learning new vocabulary is to use a cloze exercise with the lessons since it'll leave out important key word for students to fill in from the passage. A Cloze exercise can strengthen ESL students' understanding of the content and new vocabulary. Students will also reap the benefits of written instructions since they may have difficult processing dental information quickly enough to understand. When giving learner home work those written records or directions would be useful.

Fourth, ESL students have the same range of skills as others in the same human population. However, some many require extra assistance in other areas. Some may demand concern for disabilities such as aesthetic impairments, hearing deficit, insufficient psychomotor skills, or certain talents or gifts. There may be ESL students with other requirements which could have an impact on their learning. If students was a refugee and has been traumatized in the past she may have the need for extra support and counseling.

Fifth, you will see information about assessing, evaluating and confirming on student progress in this article. These are important and can be carried out in the students' classroom to make it convenient. The evidence of how an ESL college student is developing his language effectiveness can be driven using brief in class test. Avoid multiple choice assessments with ESL students because they require abnormal reading and usually be based upon comprehension of minor meanings. ESL students also will need more time for the test because as with most questions they have to process it to their first language, formulate the solution and translate it back to English before putting it in some recoverable format. If you wish to check a student's understanding or to clarify a difficulty speak in their indigenous language. Give a translation of key phrases that will be difficult to explain in English. There's a need to determine what the students may know but, have difficult expressing in English. This additional support for the ESL learner is generally for a restricted time.

Lastly, teachers who've previously taught students with English as another dialect have a set of helpful instructional materials. Some of these materials are dictionaries suitable for learners of British, bilingual dictionaries, alphabet letters on the net in cursive, and game titles to mention a few. These items in a class room can help students with British as another language feel more comfortable and impartial.

There are five things that i found most interesting. The first one is the fact research states the greater highly developed as students' first language; the more lucrative they will be learning a second language. It has been established; bilingual students who continue steadily to enhance their first words are more successful than those how focus entirely on acquiring English. These students likewise have higher self esteem when they know their first dialect is respected.

Second, it's important how a instructor responds to students' language problems. If a teacher is critical students might be less eager to attempt to speak in British. Instead this article advises teachers to rephrase a student's incorrect grammar in a way to provide positive reviews and also to model correct utilization without drawing focus on their error. For example when a students says "Pig are dirty animal. " You can react, "Yes, pigs are grubby animals" Can you name another filthy animal? If students carries on with this same error then maybe you could work with him on right subject verb utilization.

Third, the utilization of peer tutoring is a great method for teaching. A more advanced ESL student can help new ESL students. They know how hard it is to learn English as another language. Many times students enjoy learning from their peers. Students also seem to be more open to share their frustrations with the other person than with their educators. The more complex student can be the translator between your student and professor when necessary.

Forth, I liked the reminder that it could be exhausting and demanding performing all day long in another language. This is helpful to know because as a educator I'd not consider this since I am not bilingual. Furthermore, the fact that homework may take ESL students two to three times longer to complete because they have to first translate it to their first terminology, formulate it and then convert it back. Home work may also be annoying to ESL students since they may not understand the guidelines. They might feel they had done enough work during the day. Also their parents may possibly not have the ability to help them because they don't really know English.

Fifth, I love the set of instructional materials from teachers who have previously educated ESL students. This list will help make sure I've these resources available in my class for the students to use. More resources a student has to help translate words to British the less they will feel reliant on you the professor or their classmates.

I enjoyed reading this article which acquired an abundance of useful information for professors of ESL students planning their class room. As a fresh teacher I can take advantage of the information in this article. This is articles I am going to place with other information that i will make reference to frequently as i become a professor. It would also be good for me to share this with other future instructors who are not in this class.

4) Article of My Choice: Dialect Use by Bilingual Special Teachers of English Words Learners with Disabilities

Paneque, O. M. , & Rodriguez, D. (2009). Vocabulary Use by Bilingual Special Educators of English Terms Learners with Disabilities. International Journal of Special Education, 63-69.

http://www. internationalsped. com/documents/2009%20No3%20Paneque%20Rodriguez%20Language%20use%206. doc

After reading chapter 9 inside our textbook I decided to research an article about Bilingual Education of British Terms Learners. I visited the University or college of Western world Florida library database. The article I came across was Language Use by Bilingual Special Educators of English Language Learners with Disabilities that was from the International Journal of Special Education. My reason behind choosing this subject matter is the fact that I currently work in a particular education classroom. My degree which I am seeking is a Bachelors with a dual major in Exceptional Education (k-12th), Elementary Education (k-6th).

This article is approximately examining the vocabulary use of five bilingual special education instructors of English terminology learners with disabilities that was done as an exploratory circumstance. The info on the terms utilized by the bilingual professors was received from audio tracks tapes, class observation and tutor interviews. Also included in this data was the occurrence of the use of British and the other languages in the class room.

The teacher faces challenges when working with students vulnerable to academic failure. That is particularly difficult when the scholar has disabilities and is also not really a fluent English loudspeaker. A educator must be able to address students' language and cultural variations with their cognitive, mental, and /or physical disabilities to create them up for maximum success.

There can be an increasing demand for special education educators due to the increase of students indentified with disabilities and low retention these professors. Therefore, this demand for educators who prepared to use students with different backgrounds with disabilities strains the need to provide teachers planning programs for preservice teachers and professional development opportunities for in-service teachers.

This analysis was conducted in a large, urban school region which offered a vast range of educational programs to add those needed for students with disabilities and who speak English as another language. Two academic institutions were indentified because of their student population. At the first institution, eighty-seven percent of the college student body was Hispanic and eighteen percent of the students received special education. At the second university, ninety-five percent of the university student body was Hispanic with fourteen percent obtaining special education services. Tow teachers from the first school and three from the next institution volunteered to be part of the research study. All five teachers were female Hispanics who were used fulltime as special education instructors. Three of the five educators acquired ESOL endorsement but, only two of the five had both special education and ESOL certification.

The results from the info collection discovered that the teachers were both using English and Spanish for education with their English Terminology Learners with disabilities. However, further analysis of the data mentioned overall that teachers were using British ninety percent of the time while teaching. Spanish was primarily used to clarify instructions with those who didn't have fluent English. It had been also used to redirect students to their given process as well concerning reward and reprimand them.

Each of the five teachers felt the utilization of Spanish for education was positive. They designed on using Spanish when the need arose. Furthermore, these instructors expressed they had an advantage when communicating with parents given that they were bilingual. Many of the parents weren't fluent in British. The teachers' capacity to speak the indigenous terms of the parents helped form better communication. When the students native languages are used for teaching strategies and training it can encourage terminology development because it creates on what they know.

Clearly, when the students' indigenous language can be used to expose new concepts and present explanation this will assist in learning. Therefore, the result of this exploratory research study is the start attempt to lend information about the problem of using native language for training for children with disabilities. Research talks about how special education educators can use bilingual skills while working with English Dialect Learners and how their learning is influenced by language established differentiated teaching. The findings out of this case study indicates that teacher planning programs should include how educators can include students native terms along with English to accommodated their cognitive, psychological and /or physical needs.

In my opinion, this content mentions some important results from its exploratory case study. To get started with will be the requirements of the five teachers. Only two of the five professors experienced both special education documentation and ESOL endorsement. These are important certifications when your student population contains students with disabilities and English Language Learners. Next, teachers using British for education with limited use of the students' local languages while in the classroom. Their indigenous language is necessary as the article states by the end to summarize complex concepts. Lastly, it would be difficult for instructors to accommodate students with disabilities and limited British proficiency without proper training. Qualifications are important but, training is critical for professors to be prepared to instruct their students.

Someone once said a quotation I feel applies to everyone including English Language Learners and the ones with or without disabilities. "Everyone deserves an education despite their capacity or disability"

5) Language Settings Activities

Reading- Spouse reading- Students take converts reading to each other.

Chose a brief story to read from http://www. eslfast. com/. This website has 365 short experiences for students to choose from. That is best for reading practice.

Student may use http://www. starfall. com/. This website has tales that are read to you. You can read along as you listen closely.

Writing- Daily writing in a journal.

Write a tale about a picture from a publication.

Have students write down the directions had a need to do a task. Samples: walk to the library, cook something, play a casino game.

The teacher will give students a writing quick. My favorite birthday memory space was. . Students will finish the phrase and add to it. They'll write an in depth paragraph responding to why, when, where, how, who questions.

Speaking- Role participating in- Students pretend with another pupil they are discussion their day using their mom or daddy.

Show and notify- students bring in an item from home. They get in front side of the school room and talk about their item. Other classmates can ask questions. Example a child earns a sharks teeth to talk about with the class.

Be the teacher for 15 minutes- Have students take converts during the week being the tutor for 15 minutes each. They will teach the class about something they know how to do. For instance, a student from China could provide a lesson about using chopsticks. Another pupil could provide a lessons about braiding locks.

Listening- Play a game of Simon Says- students need to listen to the person say Simon says, "Touch your mind. " If indeed they touch their brain when someone says ;"Touch your head. " These are out because Simon didn't say it. The overall game continues until only one person is remaining. They are announced the winner and now they may be Simon.

Listen to books which have been noted on a concise disc. Instructor can have questions for students to answer while they hear.

Students will pay attention to songs which are used in the school room. They can also sing along.

6) Image Organizers:

Venn Diagrams

I might use this when you compare two different items. For instance, I possibly could compare the practices of young families in Mexico and America. The right group would be Mexico, still left circle America. Traditions for every country would be posted in their circle aside from the practices they both show which would be devote the overlapping circle in the middle.

http://www. superteacherworksheets. com/graphic-organizers/venn-lines. pdf

KWL Chart

This is a superb chart to list K-what the university student knows, W-wants to learn, L-what they discovered. They can use this before investigating about the Civil War

http://www. edhelper. com/ read new book instructors/graphic_organizers_kwl. htm

Event map

This can help students to organize who, what, where, when, why, and exactly how of a meeting. They can utilize this when they are reading an article about Hurricane Hugo.

http://www. teachervision. fen. com/graphic-organizers/reading-comprehension/2279. html

Timeline organizer- Students can use this to sequence the dates of the Journey of Columbus. This can help them keep in mind the dates if indeed they have the information on the timeline. The timeline can be utilized as a report guide.

http://www. teachervision. fen. com/graphic-organizers/printable/6301. html

Story map

This account map can help you organizer information from a tale. You are able to list the outcome, problem, events, character, action, and setting up. This will help them with their reading understanding. If indeed they don't remember the info they should go back and check out the storyplot. http://www. educationworld. com/tools_templates/index. shtml


Persuasive Letter Graphic Organizer

This is a great organizer to utilize when writing a persuasive notice. Students can graph who their audience will be and why they want to persuade them. They can also brainstorm their reasons and then list them from least to many important. This can help them coordinate their thoughts before writing their letter. The student might want to persuade their parents to let them buy a fresh video game.

Persuasion Chart

Topic: I want to persuade ____________ to ________________________________.

(audience) (purpose)

Brainstorm reasons here. Organize your reasons here.

Least important







Most important


Writing a Persuasive Letter

http://www. teachervision. fen. com/graphic-organizers/writing/34354. html?detoured=

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