Lesson 5: Is my support for ENL/ESL Students effective?
The participants will be able to evaluate their means to support ENL/ESL students to have better support for those students.
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 "Introduction" and "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]
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.
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.