Teaching Observation [WLOs: 1, 4] [CLOs: 1, 2, 3] ✓ Solved

In this assignment, you will combine all of the information you have learned this week to evaluate a teaching scenario. For each learning context, you will be observing a teacher in the classroom. After watching the video, answer the questions, based on your context, using the information from the week as your guide. Respond to either the K-12 or adult learning questions, but not both. Your audience will be another group of colleagues and/or a teaching supervisor. You are reporting on how the teaching/ideas are best-practice based on what you have learned so far. Your role is that of someone who is observing teaching practices of an ELL teacher. The format will be an essay. The purpose is to evaluate the teaching practices for best-practices, according to research (class content you have learned so far). Address the following items in your paper:

Thinking of all of the information we have learned related to planning for ELLs:

  • Describe how the teachers use comprehensible input hypothesis and what can be done to include more comprehensible input.

  • Explain if and how the teachers are using communicative language teaching.

  • Evaluate how students might vary in their interactions during lessons based on their proficiency with basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP).

  • Determine what language objectives might be important for ELLs to be successful in this lesson.

Must be two to four double-spaced pages in length (not including title and references pages) and formatted according to APA style. Must include a separate title page with the title of paper, student’s name, course name and number, instructor’s name, and date submitted. Must utilize academic voice. Must include an introduction and conclusion paragraph, with the introduction ending with a clear thesis statement that indicates the purpose of your paper. Must use at least one scholarly source in addition to the course text. Must document any information used from sources in APA style. Must include a separate references page that is formatted according to APA style.

Paper For Above Instructions

The observation of teaching practices, particularly regarding English Language Learners (ELLs), plays an essential role in shaping effective pedagogical strategies. This paper will evaluate a teaching scenario by analyzing comprehensible input, communicative language teaching methods, and the interaction patterns within a classroom context. The objective is to identify best practices for successfully integrating ELLs into the learning environment while addressing the specific challenges they face.

Comprehensible input, a concept deeply rooted in Second Language Acquisition (SLA) theories, refers to language input that learners can understand, even if they do not comprehend all the words. In the observed lesson, the lesson clearly exemplifies the use of comprehensible input through interactions between the teacher and ELL students. The teacher utilized visuals, realia, and context clues to make complex concepts accessible (Krashen, 1982). Additionally, strategies such as scaffolding, slowing down speech, and checking for understanding not only supported comprehension but also fostered a nurturing learning environment. However, there remains an opportunity for enhancing the comprehensible input further. For instance, incorporating more varied multimedia resources, such as interactive videos or graphic organizers, could cater to diverse learning styles and enhance student engagement (Meyer, 2014).

The observed lesson also aligns with the principles of communicative language teaching (CLT). CLT emphasizes interaction as the primary means through which language is acquired. The teacher successfully engaged students in meaningful dialogues, encouraging them to express themselves and practice their language skills in a context that is relevant to their lives (Richards & Rodgers, 2014). Activities such as pair work and group discussions allowed learners to communicate and negotiate meaning, promoting authentic language use. Nevertheless, a stronger emphasis on language games and role-plays could further enhance the interactive component of teaching, providing students with safe opportunities to experiment with language in varied contexts (Thornbury, 2006).

Students’ interaction patterns in the classroom vary significantly based on their proficiency levels. Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) serve as two essential frameworks for understanding these differences. While students with high BICS may engage in conversations and social interactions, those struggling with CALP may experience challenges in understanding academic discourse, particularly related to higher-order thinking activities (Cummins, 2000). For instance, during group discussions, students with advanced proficiency demonstrated confidence and contributed relevant insights, while those with limited vocabulary faced difficulties articulating their thoughts. To address these disparities, the teacher could implement differentiated instruction techniques, tailoring tasks based on students' language proficiency and ensuring equitable participation (Tomlinson, 2014).

Establishing appropriate language objectives is crucial for ELL success. In the observed lesson, objectives related to vocabulary acquisition, sentence structure, and functional language use emerged as primary outcomes. Specifically, focusing on content-specific vocabulary related to the lesson topic is essential for students to grasp essential concepts. Additionally, objectives that target the formation of complete sentences, along with language function (e.g., asking questions, making announcements), can empower ELLs to engage more fully in their learning experiences (Echevarria, Vogt, & Short, 2017). Incorporating these language objectives into daily lesson plans helps ensure ELLs can access content while simultaneously developing their language skills.

In conclusion, the observed teaching practices for ELL students demonstrate a commitment to effective pedagogical strategies. Through the use of comprehensible input and communicative language teaching approaches, teachers can create an inclusive environment that fosters language development and academic achievement. However, to maximize the effectiveness of these practices, further opportunities for enhancing comprehensible input, increasing interaction, and establishing clear language objectives cannot be overlooked. Ultimately, a deeper understanding of learners’ needs and proactive engagement in the classroom will yield lasting educational benefits for ELLs.

References

  • Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.

  • Echevarria, J., Vogt, M., & Short, D. (2017). Making Content Comprehensible for English Learners: The SIOP Model. Boston: Pearson.

  • Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.

  • Meyer, A. (2014). Universal Design for Learning: Theory and Practice. CAST Professional Publishing.

  • Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.

  • Thornbury, S. (2006). An A-Z of ELT: A Dictionary of Terms and Concepts in English Language Teaching. Oxford: Macmillan Education.

  • Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.

  • West, L. (2015). Tips for Teaching English Language Learners. Education Week. Retrieved from https://www.edweek.org

  • Westergaard, C. (2015). ESL Beginner Lesson Demo. [Video]. Retrieved from link to site.

  • Wright, W. E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia: Caslon Publishing.