| Based on your examination of the case study, please answer the questions below. Be sure to provide enough detail, so your professor knows that you have a thorough understanding of SLA theories and appropriate strategies for supporting English Language Learners’ mastery of the academic content presented in this module. | 1. | Circle/Highlight the SLA stage in which Magdalena most likely falls: · Stage One: Pre-Production · Stage 2: Early Production · Stage 3: Speech Emergence · Stage 4: Intermediate Fluency · Stage 5: Advanced Fluency | Why would you infer that Magdalena most likely falls in this SLA stage? Provide at least three pieces of supporting evidence. Under speech emergence, sentences may be longer, however, there is heavy dependence on context clues. Also, individuals struggle with reading lengthy texts and make grammatical mistakes regarding word usage. In this case, Magdalena can retell information and describe situations using a few sentences, although not accurately. As a result, she can translate ideas and content to her parents, who can understand her speech. Further, at the speech emergence stage, students can write in short sentences characterized by many grammatical errors. Mr. King notes that Magdalena could write short sentences, but with frequent grammatical and spelling errors. Also, the time duration spent in a second language learning environment in the speech emergence stage ranges from 1 to 3 years. In this case, although Magdalena has been in school for two years, constant absenteeism for over one month affected her English language acquisition. The time spent in school would help her integrate reading skills in comprehension texts. Finally, the speech emergence stage is characterized by limited comprehension and grammar. Through small social functions, students initiate conversations and questions. From the case, given that Magdalena improved in-class participation and assignments, she relied on hints that relate to particular contexts from her classmates. However, the student still presents assignments with grammatical errors as she did her homework independently. |
2. Identify two highly-effective strategies that Mr. King used to support any of his English Language Learners (i.e., his three original ELL students and/or Magdalena). Please describe why each strategy was highly effective, referring to key concepts and resources within Supporting English Language Learners. | Strategy & Description | Rationale | | Incorporating second language learning with the native linguistic. Mr. King assigned Magdalena an ELL classmate, Miguel, whose native language is also Spanish. | Pairing a struggling learner in a second language with a peer who is fluent in it, allows quick adoption of verbal skills. When both students share the first language, the struggling student can feel comfortable to integrate first language vocabularies to speak fluently. The students adopt a comfortable environment to learn the second language as they can consult with their peers. Also, in writing, the inarticulate students may write their first language at first and corrected by their peers, which helps in sentence structure and reducing grammatical errors in the second language. | | Allowing more time for the learner who struggles with the language. Mr. King extended Magdalena’s deadline for independent assignments and quizzes. | By allowing more time for the learner to complete the work on herself, the student will develop her pace comfortably. Giving the students more time involves respecting her language acquisition period as they learn more about reading or writing. Every second language learner undergoes the silent period during which they do not talk too much. As a result, forcing them to work fast and submit their work like the rest of the ELL students may slow them down in grasping vocabularies. |
3. Recommend at least two strategies Mr. King can take over the coming weeks to support Magdalena better. Please explain why each strategy would be appropriate for Magdalena, referring to key concepts and resources within Supporting English Language Learners. | Strategy & Description | Rationale | | Integration of culturally unique vocabularies. Mr. King can incorporate ideas and situations only common in the English language and American culture. | By teaching the students the unique features common in the English language and different from the native culture, they obtain background knowledge on common ideas. Teachers who directly teach such learners on ideas or things only associate with the second language, improve the basic knowledge learners ought to have. As second language learners may lack an understanding of particular phrases, only associated with the culture, teaching them directly expands basic vocabulary. Eventually, the student gains a basic understanding of the most commonly used phrases regarding events and daily experiences in various places. | | Getting information on the cultural background of learners. In this case, Mr. King can learn about Spanish culture, where Magdalena comes from. | Taking time to identify the specific location where ELL students come from, assures learners of acceptance in class. Teachers should not only identify the background but also should learn about the culture associated with the students. By learning the Spanish culture, Mr. King will identify the weaknesses and strengths right from the student’s native language. When teachers fail to recognize the uniqueness of native languages by mispronouncing names or failure to relate to common phrases, they portray microaggression to learners. As a result, learners feel that their background is not appreciated and cannot learn the new language with ease. Appreciation of the first language, therefore, is the first step towards the acquisition of knowledge and skills in the second. |
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