ELL CLASSROOM OBSERVATION 4
EnglishLanguage learners (ELL) are the people studying English as a secondlanguage in addition to their native languages. This learningpopulation has been increasing over the recent years due toglobalization of English language. The ELL classes are characterizedby distinctive approaches including the usage of physical education,among other features. This paper aims at analyzing the observationsof ELL instructor in different lessons. As such, the paper discussesthe observations found on the ELL instructor using the ShelteredInstruction Observation Protocol (SIOP).
SIOPis one of the teaching approaches that help in integrating thecontent and language instructions and is widely used in teaching ELL.As observed from the instructor, the sheltered instruction is veryimportant in providing a formative assessment and common core to theEnglish language learners (Heritage, 2012). After observing aclassroom session by Heritage, it was apparent that the shelteredinstruction has various goals including developing proficiency ofEnglish language to the learners. Another important goal of usingsheltered instruction is to provide an access to the grade-level andmainstream content.
Asdemonstrated in the class lesson, the SIOP model aims at making thecontent being learnt more comprehensible and clear to the Englishlanguage learners. The books authored by Echevarría et al. (2013) aswell as the class instructed by Heritage (2012) demonstrates thenature of the SIOP model including the preparations for the teachers.The two form of learning also illustrates various instructionalindicators such as forming formidable background knowledge and thecomprehensive input. In other words, the SIOP approach provides aclear strategic plan for classroom organization and the instructionaldelivery.
Theobservations made during the study shows that various analogies arerequired for the ELL instructors to prepare in order to achieve theexpectations of the students during their learning sessions. Forinstance, the teacher must come up with clear contextual objectivesfor the learners, which must be reviewed at the beginning and the endof every lesson. This is helpful to both student and the teacher asthey contemplate if the class objectives are met or not. Anotherobserved aspect is the fact that the ELL instructors must teach theconcepts that are appropriate to the students by considering theireducational background and age (Herrera et al., 2007). As such, theELL is classified as L1 literacy, and proficiency of English assecond language. Moreover, supplementary materials are observed to behelpful in promoting the comprehension including outlines,illustrations, pictures, and demonstrations by either teacher orstudents. Other teachers may use meaningful activities in order tointegrate the lessons by providing practice opportunities such asspeaking, listening, writing, and reading.
Onanother aspect, the instructional indicators are found to beimportant to the learners including emphasizing on key vocabularies,creating a favorable environment for the students in considerationsto their experience. The use of appropriate speech and visuals tocommunicate to students was also unearthed during the observation.The other observations made from the instructor are the provision ofmany opportunities for either learning strategies or interactionstowards the lesson concepts. Applying the lessons being studied intotheir learning capabilities were also apparent including speaking,reading, listening, and writing. Other learning activities includeassignments and provision of hand-on materials.
Cheuk,T. (2012).“MargaretHeritage: Formative Assessment, Common Core, and ELLs” video inpreparation for the Classroom Assessment Technique (CAT) inDiscussion Question 1. Retrieved November 14, 2014fromhttps://www.youtube.com/watch?v=prkWcGLDzRA
Echevarría,J., Vogt M., and Deborah J. (2013). Makingcontent comprehensible for elementary English learners: The SIOPmodel.Boston: Allyn & Bacon. Retrieved November 14, 2014 fromhttp://gcumedia.com/digital-resources/pearson/2012/making-content-comprehensible-for-english-learners-the-siop-model_ebook_4e.php
Herrera,S., Murry, K., and Cabral, R. (2007). AssessmentAccommodations for Classroom Teachers of Culturally andLinguistically Diverse Students.Boston: Pearson/Allyn and Bacon. p. 173. ISBN 978-0-205-49271-8.