The experience gained through this field experience was very positive and gratifying. The first couple of sessions were like the ground periods, I had to get familiar with Hidden Oaks Elementary School and their ESOL program as well as to meet the team of teachers and their students. I will hope to capture in this reflection the knowledge obtained, the positive aspects, and outcomes of this valuable practice.
From the very beginning I felt very comfortable with both teachers and the students’. I believe any EL’ student is in need of constant support and positive reinforcement, so that he/she will eventually reach a cognitive, linguistic and social proficiency in the English language; and with this achievement, for the student to be able to adjust to any environment, …show more content…
This applies to their writing skills too, as they are going to be making more mistakes misspelling words as their grammar and vocabulary is very limited.
I believe that students are in an advantageous position to adjust fairly quickly to the environment and the class setting, especially when they had done one or two years of grammar school education from their original country. However, teachers need to have a basic understanding of the characteristics and differences between first-language (L1) and second-language (L2) learning. ELL’s need more scaffolding; particularly in performing academic tasks such verbal and non-verbal learning, this with the determination to proclaim better results in classroom participation and in the overall learning of all content areas.
Some suggestions to be more effective when teaching EL’s could be as
From the very beginning I felt very comfortable with both teachers and the students’. I believe any EL’ student is in need of constant support and positive reinforcement, so that he/she will eventually reach a cognitive, linguistic and social proficiency in the English language; and with this achievement, for the student to be able to adjust to any environment, …show more content…
This applies to their writing skills too, as they are going to be making more mistakes misspelling words as their grammar and vocabulary is very limited.
I believe that students are in an advantageous position to adjust fairly quickly to the environment and the class setting, especially when they had done one or two years of grammar school education from their original country. However, teachers need to have a basic understanding of the characteristics and differences between first-language (L1) and second-language (L2) learning. ELL’s need more scaffolding; particularly in performing academic tasks such verbal and non-verbal learning, this with the determination to proclaim better results in classroom participation and in the overall learning of all content areas.
Some suggestions to be more effective when teaching EL’s could be as