Entry 1: Introduction

Entry 4

After taking this course I understand that language is very important to the learning process. I like how wright explained it when he was describing the levels of which words can fall into. There was level one words which were basic words. Then level two words are more frequently used epically in academic language, and level three words where complex. There was a suggestion that teachers focus on vocabulary in level two.

 Level one words were basic words that should be acquired through talking and listening. I liked the suggestion of using a check list to see if each student was using their perceptive skills in and outside of the classroom. Native English learners are adding eight hundred vocabulary words a year to their already existing vocabulary. Students need ten thousand words to start comprehending advanced material, so this is potentially a lot of work my ELLs may have to overcome in a short period of time. Oral language skills are very important as well as listening, reading, and writing skills. I did not realize this before this course, but it makes perfect sense. As a heavily associated skill, oral language skills must be developed inside and outside the classroom. Finding out that there was very little research oral language proficiency beyond the grade levels, and that less ESL programs are offered as grade levels increase when ELLs need consistent ESL instruction was surprising. ELLs will develop ways to continue learning despite unfamiliar vocabulary by word recognition, spelling, or decoding skills but this not enough. As a teacher I will encourage the proficiency of the oral skills of all my students. One technique is to allow students time to develop what they want to day. This includes respecting the wait period which can be anywhere between two hours to several weeks. Each student develops their own pace, and therefore it is important for me to keep the check list of perceptive skills. I can measure where students need more attention or aid, and I can focus on teaching level two words vocabulary.

Level two vocabulary word are the technical words that ELL may see more frequently even in academic language. These words help students understand the more advanced level three vocabulary. As an educator I strive to help learners make the connections from basic to more complex content material. My own teaching philosophy was to focus on creating a positive and healthy learning environment. With the information I have gained from Second Language Methodology class I will add to this philosophy. Additionally, I really enjoyed the idea of using a tape recorder and canvas as a take home kit as an aid for ELL students.  Some of the strategies were familiar such as Think-Pair-Share and roundtable, but still explained how ELL benefit from peer interaction. I did apricate the tips on what to focus on such as time, patience, when to correct, and if it should be indirectly or directly.

I really had a hard time keeping up with the blogs and comments just because it is a class that highly depends self-initiative. It is dependent on the student’s efforts and it is necessary to read, reread and go through the modules. Being mono-linguistic and with very little experience with ESL programs there was a lot to learn but the information was easily accessible and in abundance. The Vblogs were not my favorite part of the class but I did enjoy reading the comments and replies and making a few of my own. Being able to do the work at my own pace really was not an advantage because the work load would often stack up if incorrectly planned out. I did however really enjoy being able to work on the assignments on my own schedule.

There are many lessons I will take away from this course of which I plan to use in my class from and also personal life.