Facilitator Jason Edge
Group Members: Raj Dhillon, Kevin Chu, David Yuill, Keegan Slouis
LLED 360307 Fall 2017 Dr. Lorna Ramsay
Reading Analysis Reflection Template for Presenter Date: September 16, 2017
Facilitator name: Jason Edge
Text Chapters: 3 (Pg 55-79)
Main Themes: Planning a Whole School Approach
New Vocabulary:
- L2L’S (Second Language Learners)
Educational Implications:
- Although after year one or two L2L’s may sound fluent in the language, it may take up to 5+ years to acquire academic language at an age appropriate and grade appropriate level
- Long term support for L2L’s should be given as they are introduced into mainstream classrooms otherwise they will become lost quickly, as they may be able to speak the language, but not comprehend and write at their level
L2L’s should not be placed in separate classes for a year or two because:
- they need to continue their education with as little disruption as possible
- taking them out of mainstream classrooms would keep them out of contact with native speaking peers and teachers and this interaction with them helps immensely in the learning process
- It takes 2-5+ years to acquire the academic language as a new comer so holding them back for one year would not be enough
L2L’s should also be interacting in their first language as this helps them interact away from school with people who may not be learning the second language.
Language learning should be viewed as a long term process, not a short term one.
Second Language Instruction
Dependent on the amount of students in the school
- Intensive self contained language classes
In high immigration areas, schools and districts may go with this option as it’s a way of integrating resources and also teaching the English language to all new comers.
Disadvantage is that it takes away from students interacting with their own peer
group
- Part time Language classes (withdrawl or pullout method)
Students work in the regular classroom, but during classes that depend heavily on l inguistic or cultural knowledge, they go to their language teacher
- Tutorial Support
Small groups or even individually the L2L’s work for an hour or two a week where there isn’t sufficient resources for full time, or if a student doesn’t need the daily language programs
- Full Integration into main stream classes
Students should be put into reqular classrooms once their language is sufficient. A well tailored language program, adaption for learning, and the students needs for development need to be all taken into account. Teacher should have training on how to tailor the learning to the student
Content Based Instruction
- Students talk, write, and read about subject matter that is important to them (current curriculum)
- This is important for their overall education
- “kill two birds with one stone”
- Beginning students should deal with relatively undemanding content relating to their immediate needs (school system, holidays, clothing, sports, tv, shopping, transportation)
- This instruction can be used exclusively in classes of L2L’s or ones that are starting to integrate into mainstream classes
Under Schooled Newcomers
Need to be identified immediately and placed in an intensive program to help them learn the language of instruction, develop literacy skills, and catch up to peers academically
Question we had that came out of the readings?
Is there a way for information to flow from elementary schools to middle/ high schools as the L2L moves from school to school to ensure the flow of their personal information is quick so the student doesn’t lose out on valuable learning times.