Speaking on ELL

When discussing ELLs, one major element is the culture of power. And the question that goes along with ELL instruction is how do we assimilate ELLs appropriately into the culture of power, when they start further behind other students. It seems that District C may be developing a great way to do this by creating a community around it. With such a large ELL population, it is no doubt necessary for District C to create a strong learning environment for ELL to be able to go on and function in the world after school.

           

In the document from George Washington University, there are many approaches, techniques and elements of teaching ELLs and I find them to be very simple, yet I am able to see just how well they might be able to work inside of a classroom. This also immediately brought me back to some of the differentiation practices that I have already seen while observing classrooms at District C. These being the two different articles in the art room, one with simpler language, and the different approaches for the movie in the science room where the teacher handed out a few notes that could help students articulate what they are seeing on the screen.

           

But one thing that I have come across that was not mentioned in the document is approaches to directly inspire ELLs to work hard. On the New York City school department’s website I found a page for ELL instruction that mentions inspiring ELLs with model ELL students that have succeeded against the odds and went on the big things. The page can be seen here, http://schools.nyc.gov/Academics/ELL/default.htm . By showing students what could happen if they work hard, I believe that current ELL students will believe that they too can succeed, making them want to put in the time and effort that is necessary.

Also I stumbled around this cool picture which I think would look nice hanging up in a classroom.