EELB 313 - Murillo

FINAL
(20 points, due Session 10)

Directions: Please choose any (two) of the eight topic questions below. Be as specific as you can in your responses, do not be vague but think comprehensively. Please indicate which questions you are answering.

1) In this course we have discussed various educational program/instructional approaches for schooling ELL's. Please develop a comprehensive overview of why certain curricular and instructional approaches have not been successful with ELLs and what approaches/programs have been more successful. Compare and contrast, in detail, two different approaches/programs.

2) From your readings and your participation in Cooperative Group-Work in class what organizing principles would you say are necessary to actually organize and instruct using this approach. Please state and explain each principle.

3) As a future CLAD or BCLAD teacher your principal has asked you to provide a summary-report to your colleagues (at the next faculty meeting) about the primary educational goals and learning principles that all teachers need to know about educating ELLs. Explain and discuss what you would report.

4) Sociocultural (Vygotskian) Theory (SCT) offers a unique cultural perspective for understanding the schooling experience of ELLs. What does SCT say about how students learn and how we teach? How does it differ from deficit/remedial views of teaching and learning ?

5) Please explain how Cummin's Language Proficiency Model may help you as a teacher to organize and teach the core curriculum to your ELLs ?

6) How would you explain to minority parents: what English language proficiency is, why the language of instruction might influence second language proficiency development and what students (ELLs) really have to learn to be successful in school?

7) Please explain how Krashen’s concept of “Comprehensible Input” will help or assist you in organizing your instruction so your ELL students acquire knowledge of the core curriculum ?

8) As part of your field assignments you have been observing a fourth grade mono-lingual English speaking teacher who has a multi-cultural classroom and 17 of her 30 students are ELL. You notice that she teaches to them as if they were English speaking children. What adjustments would you make to make sure all of her students learn the core curriculm?