ASSIGNMENT DUE IN 48 HOURS

ASSIGNMENT DUE IN 48 HOURS.. INSTRUCTIONS ARE ATTACHED.. RESOURCES ARE BELOW:

 

Required Resources

Text

Piper, T. (2015).

Language, learning, and culture: English language learning in today’s schools

. Retrieved from https://content.ashford.edu

• Chapter 3: The English Language Learner
• Chapter 5: Teaching English Language Learners

Article

Rymniak, M. (2011).

Adult ESL classroom strategies and lesson ideas (Links to an external site.)

. In A toolkit for ESL practitioners: Supporting skilled immigrants. Retrieved from http://www.globaltalentbridge.org/toolkit/pdf/CH3_ESLStrategies

• This chapter provides information and strategies that are important for teaching adult ELLs and will help you complete the Comprehensible Input and Sheltered Instruction discussion if you are choosing to learn about teaching adult ELLs.

Multimedia

Films Media Group (Producer). (2004).

Differentiated instruction and the English language learner

[Video file]. Differentiated instruction and the English Language. https://digital.films.com/PortalPlaylists.aspx?wID=100753&xtid=60329

• This video explains important concepts for teaching ELLs and will help you on the Week 2 Discussion and the Final Paper.
  Accessibility Statement (Links to an external site.)
  Privacy Policy (Links to an external site.)

Pinker, S. (2005, July).

What our language habits reveal (Links to an external site.)

[Video file]. Retrieved from https://www.ted.com/talks/steven_pinker_on_language_and_thought

• This video will provide information about the process of learning language based on our thinking about language. It will help you with your Language Construction discussion..
  Accessibility Statement does not exist.
  Privacy Policy (Links to an external site.)

Westergaard, C. [Chris Westergaard]. (2015, March 14).

ESL beginner lesson demo (Chris Westergaard)  (Links to an external site.)

[Video file]. Retrieved from https://youtu.be/2_38JfVFQoU

• This video will show you a beginning adult ESL lesson plan using comprehensible input and practice. You will watch a lesson in action that will help you answer the questions for the Teaching Observation assignment this week.
  Accessibility Statement (Links to an external site.)
  Privacy Policy

48 hours 2 pages

Teaching Observation

[WLOs: 1, 4] [CLOs: 1, 2, 3]

In this assignment, you will combine all of the information you have learned this week to evaluate a teaching scenario. For each learning context, you will be observing a teacher in the classroom. After watching the video, answer the questions, based on your context, using the information from the week as your guide. Respond to either the K-12 or adult learning questions, but not both.

To structure your writing,

· Your audience will be another group of colleagues and/or a teaching supervisor. You are reporting on how the teaching/ideas are best-practice based on what you have learned so far.

· Your role is that of someone who is observing teaching practices of an ELL teacher.

· The format will be an essay.

· The purpose is to evaluate the teaching practices for best-practices, according to research (class content you have learned so far)

Children or Students in a K-12 Learning Context	Adult Learning Context
Watch  Differentiated instruction and the English language learner Sections: · Comprehensible Input · Teachers Incorporate Comprehensible Input · Affective Filter Theory · Tools, Tools, Tools · Summary: Differentiated Instruction and the English Language Learner	Watch Westergaard’s 2015 video,  ESL Beginner Lesson Demo (Chris Westergaard) (Links to an external site.)
Address the following items in your paper: Thinking of all of the information we have learned related to planning for ELLs, · Describe how the teachers use comprehensible input hypothesis and what can be done to include more comprehensible input. · Explain if and how the teachers are using communicative language teaching. · Evaluate how students might vary in their interactions during lessons based on their proficiency with basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). · Determine what language objectives might be important for ELLs to be successful in this lesson? Determine what language objectives might be important for ELLs to be successful in this lesson?	Address the following items in your paper: Thinking of all of the information we have learned related to planning for ELLs, · Describe the competencies this teacher is using. · Explain if and how the teacher is using contextualized learning and communicative competence. · Evaluate how students might vary in their interaction during the lesson based on their proficiency with basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). · Determine what language objectives might be important for ELLs to be successful in this lesson?

The Teaching Observation paper

· Must be two to four double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center’s 

APA Style (Links to an external site.)

· Must include a separate title page with the following:

· Title of paper

· Student’s name

· Course name and number

· Instructor’s name

· Date submitted

For further assistance with the formatting and the title page, refer to 

APA Formatting for Word 2013 (Links to an external site.)

.

· Must utilize academic voice. See the 

Academic Voice (Links to an external site.)

 resource for additional guidance.

· Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

· For assistance on writing 

Introductions & Conclusions (Links to an external site.)

 as well as 

Writing a Thesis Statement (Links to an external site.)

, refer to the Ashford Writing Center resources.

· Must use at least one scholarly source in addition to the course text.

· The 

Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)

 table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

· Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s 

Citing Within Your Paper (Links to an external site.)

· Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. See the 

Formatting Your References List (Links to an external site.)

 resource in the Ashford Writing Center for specifications.

· When submitting the weekly paper, please format submission indicating if you are answering questions from the K-12 or adult perspective by using the following format for your file upload: LastNameAssignmentTitleLevel (e.g., RobinsonTeacherObservationAdult or RobinsonTeacherObservationK12).