Difference between revisions of "Lesson 5: Is my support for ENL/ESL Students effective?"

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==Objective==
  
==Objective==
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The participants will be able to evaluate their means to support ENL/ESL students to have better support for those students.
The participants will be able to identify at least three major common problems of ENL/ESL students.
 
  
 
==Case Study==
 
==Case Study==
“She has no book, Mrs. Watts remembers. Maria had just come to this class the week before and, because no one was quite sure what to do with her, had been assigned a classroom and a seat, but no materials. A district specialist had tested Maria. She apparently spoke no English. No one seemed to know quite what to do with her” (Meskill, 2009, p.113).
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Mrs. Watts starts up the ESL software, shows Maria how to click on the first lesson, and returns to her place in front of the class. Maria, intent on pleasing the teacher, clicks as she has been shown. Pictures of animals appear on the screen. One by one, she clicks on the names she guesses go with each image. A little chime sounds after each correct selection. A buzz indicates she try again. After successfully choosing the word for three animals, she stealthily glances back at the rest of the class. They are engaged in lively talk with the teacher and each other while they work through the exercises on the board and in their books. Maria turns back to her animals, click on a few more words, then sneak another longing look at her peers (Meskill, 2009, p.114).
 
 
This is a typical scenario for ENL/ESL students who first came to the U.S.A.
 
  
 
*'''Let's think'''
 
*'''Let's think'''
     If you were in the same situation as Maria, how do you feel?  
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     Can you tell the difference between the support for Maria and Lilia?  
    What kind of challenges will you face?
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You will define your answer to this question in "Reflection" below this page after reviewing "Introduction" and "Investigation".
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You will define your answer to this question in "Reflection" below this page after reviewing "Investigation".
 
 
==Introduction==
 
 
 
As not so many teachers have the experience of living in abroad nor being in the community with the second language, it is not so easy for teachers to understand the problems and difficult situations of ESL/ENL students. ESL/ENL students struggle academically and societally for a variety of reasons and this frustration can lead to a lack of motivation.
 
 
 
These are some of the typical challenges that young ESL/ENL students in the U.S.A.
 
 
 
*Language Difficulty
 
ESL/ENL students face many difficulties because of their language limitations. Those challenges in their classroom vary from subjects to subject. Please click to know some specific difficulties in different subjects.
 
http://www.everythingesl.net/inservices/challenges_ells_content_area_l_65322.php
 
 
 
* Culture Shock
 
ESL/ENL students who came to the US for the first time experience an entirely new way of life. Many of them find it difficult to understand and adjust to the culture of new countries. Let’s click to find the different factors that can contribute to culture shock.
 
https://www.valpo.edu/international/living-in-the-u-s/u-s-culture/american-culture-culture-shock/
 
 
 
*Overwhelming workload
 
Many ESL/ENL students have to work twice as hard in school to keep up with their peers. In addition to learning a native student are learning, they also have to learn a whole other language. In many cases, ESL/ENL students still need to work on their own language development if they come to the US in the early stage.
 
*Lack of sense of belonging and self-esteem
 
When the language barrier prevents ESL/ENL students from participating, their self-esteem suffers.
 
*Changing Social Status and Family Situation
 
*Lack of sympathy and understanding
 
Lack of metacognition and logical thinking of young students make these problems more difficult to cooperate.
 
 
 
Therefore, it is important for ESL/ENL students to have someone who understands their problems and feeling to encourage their motivations during their difficult situation. We will have more detail about this in [[Lesson 2: How important for ENL/ESL Students to have someone who understands them?]].
 
  
 
==Investigation==
 
==Investigation==
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Evaluation is a thoughtful process that requires us to integrate and make meaning of the information before us (Hosp et al., 2014).
  
Now it is time for you to think about it…. If you were in Japan as a new English teacher and no one around you would understand your native language.
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Now it is time for you to think about .... How do you find your support that you come up at the end of Lesson 4 after implementation?
  
Can you come up with any struggles that you will face?  
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Click to make your own flowchart to evaluate your support.
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[[https://docs.google.com/drawings/d/1bViK79BTiJqAKTHR43tk5x7scZ86zBJ6GoLy9RoR60o/edit?usp=sharing|The Evaluation]]
  
*Let’s click to watch 4 minutes video with a teacher who had been in this situation.  
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If you find that your support is not working appropriately, please go back to Lesson 1 to 4 to review your work.
  
https://youtu.be/jJKsczipyLI
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==Reflection==
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Thank you for your participation in Lesson 5! Here are some questions for you to self-assess your understanding.
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* How do you see your evaluation flowchart compared to Mrs. Watts?
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* List your findings of possible better support for your ESL/ENL students.
  
==Reflection==
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==Congratulations!==  
Thank you for your participation in Lesson 1! Here are some questions for you to self-assess your understanding.
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*If you were in the same situation as Maria in “Case Study” above, can you explain three major concerns that you would face?
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You have finished the course "Encouraging Young ESL Students in the USA". I hope that your learning will change the future of many ENL/ESL students in the USA.
*Can you be as efficient as you were in the new community and environment?
 
*Do you feel safer and more comfortable to stay alone because of your poor language skills?
 
  
 
==Navigation==
 
==Navigation==

Latest revision as of 12:11, 10 May 2019

Lesson5.png

Objective

The participants will be able to evaluate their means to support ENL/ESL students to have better support for those students.

Case Study

Mrs. Watts starts up the ESL software, shows Maria how to click on the first lesson, and returns to her place in front of the class. Maria, intent on pleasing the teacher, clicks as she has been shown. Pictures of animals appear on the screen. One by one, she clicks on the names she guesses go with each image. A little chime sounds after each correct selection. A buzz indicates she try again. After successfully choosing the word for three animals, she stealthily glances back at the rest of the class. They are engaged in lively talk with the teacher and each other while they work through the exercises on the board and in their books. Maria turns back to her animals, click on a few more words, then sneak another longing look at her peers (Meskill, 2009, p.114).

  • Let's think
   Can you tell the difference between the support for Maria and Lilia? 

You will define your answer to this question in "Reflection" below this page after reviewing "Investigation".

Investigation

Evaluation is a thoughtful process that requires us to integrate and make meaning of the information before us (Hosp et al., 2014).

Now it is time for you to think about .... How do you find your support that you come up at the end of Lesson 4 after implementation?

Click to make your own flowchart to evaluate your support. [Evaluation]

If you find that your support is not working appropriately, please go back to Lesson 1 to 4 to review your work.

Reflection

Thank you for your participation in Lesson 5! Here are some questions for you to self-assess your understanding.

  • How do you see your evaluation flowchart compared to Mrs. Watts?
  • List your findings of possible better support for your ESL/ENL students.

Congratulations!

You have finished the course "Encouraging Young ESL Students in the USA". I hope that your learning will change the future of many ENL/ESL students in the USA.

Navigation

Return to Encouraging Young ESL Students in the USA