(1) Effective ELD instructional practices/strategies observed:
Ms. Moraes lowers her ELLs’ “affective filters” a number of different ways. To illustrate, she selects relatable material that students easily identified with, clarifies language usage, repeats key information frequently, and highlights key vocabulary throughout the lesson in both English and Spanish. She also allows students to decide if they are willing to share and/or read publically in class.
(1) Current ELD theory/theories connected with the strategy:
Stephen Krashen’s Affective Filter Hypothesis is linked to the emotional attitudes that promote, as well as hinder second language acquisition. The essence of the theory states that the affective filter is a mental block formed …show more content…
Moraes uses a nonlinguistic representation strategy during her lessons as well. For example, she has students use a web, or graphic organizer to assist them in completing the independent writing task (I Feel Like…). She models how to use web before asking students to complete independently. She also uses a drawing to assist her in teaching visual imagery which seemed to help student internalize content. To illustrate, she prompts students to visual a metaphor presented in the poem. She then draws her interpretation of this metaphor on the board (a river between two mountains) to help students relate to the concept of visual …show more content…
Stephen Krashen’s Input Hypotheses argues that students must understand the input in order to acquire it. This way, ELLs will not only grasp the subject content, but will also simultaneously acquire the English (Teachscape, Inc., 2008).
Additional observations and notes:
Ms. Moraes taps into students’ prior knowledge of previous learning, repeats key vocabulary, color-codes writing on the board to highlight key points, provides students with specific praise, and allows for wait time. The students were engaged and active participants the majority of the lesson.
Although Ms. Morae’s lesson seemed to meet many of the requirements for effective second language teaching, she could have considered introducing both the lesson’s objectives and vocabulary explicitly at the start of the lesson, both orally and in writing. In sheltered teaching, effective teachers support second language learners’ language development by clearly stating the content and language objectives brings students attention to the essential elements of the
Ms. Moraes lowers her ELLs’ “affective filters” a number of different ways. To illustrate, she selects relatable material that students easily identified with, clarifies language usage, repeats key information frequently, and highlights key vocabulary throughout the lesson in both English and Spanish. She also allows students to decide if they are willing to share and/or read publically in class.
(1) Current ELD theory/theories connected with the strategy:
Stephen Krashen’s Affective Filter Hypothesis is linked to the emotional attitudes that promote, as well as hinder second language acquisition. The essence of the theory states that the affective filter is a mental block formed …show more content…
Moraes uses a nonlinguistic representation strategy during her lessons as well. For example, she has students use a web, or graphic organizer to assist them in completing the independent writing task (I Feel Like…). She models how to use web before asking students to complete independently. She also uses a drawing to assist her in teaching visual imagery which seemed to help student internalize content. To illustrate, she prompts students to visual a metaphor presented in the poem. She then draws her interpretation of this metaphor on the board (a river between two mountains) to help students relate to the concept of visual …show more content…
Stephen Krashen’s Input Hypotheses argues that students must understand the input in order to acquire it. This way, ELLs will not only grasp the subject content, but will also simultaneously acquire the English (Teachscape, Inc., 2008).
Additional observations and notes:
Ms. Moraes taps into students’ prior knowledge of previous learning, repeats key vocabulary, color-codes writing on the board to highlight key points, provides students with specific praise, and allows for wait time. The students were engaged and active participants the majority of the lesson.
Although Ms. Morae’s lesson seemed to meet many of the requirements for effective second language teaching, she could have considered introducing both the lesson’s objectives and vocabulary explicitly at the start of the lesson, both orally and in writing. In sheltered teaching, effective teachers support second language learners’ language development by clearly stating the content and language objectives brings students attention to the essential elements of the