https://www.edutopia.org/blog/film-fest-ell-video-resources
https://www.oercommons.org/authoring/8298-helpful-websites-for-ell-students
https://www.oercommons.org/courses/classroom-videos
https://www.oercommons.org/courses/what-works-teaching-literacy-skills-to-english-language-learners
https://youtu.be/IqnUiXiGcZk
piggy bank
What is an Emergent Bilingual?
Overview
This module is about Emergent Bilingual students, Professional Development for Teachers, and FREE resources available for students and teachers.
Introduction for Emergent Bilingual Students and Professional Development for Teachers.
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Emergent Bilingual might be a new term, but we have known it for many years as English Language Learners (ELL), English Second Language (ESL), Culturally and Linguistically Diverse (CLD), and many others. Although you may think this should be automatically funded and provided the truth is many schools are not able to provide the program to their students. Here we will provide information on how to apply appropriate and quality resources for the students, and the Teachers for their professional development.
Federal School Budget
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In the article New Federal Equity Agenda for Dual Language Leanrners it talks about how more than 10 percent of US Pre-K-12 students are English Language Learners. Children under the age of 8 have at least one parent who speaks a non-English language. States and Schools districts have treated English Language linguistic diversity as an obstacle. English “only” approaches have denied many students of their emerging bilingual status and have failed to help them with their academic or professional success. In order to help these students meet requirements to be reclassified as English Proficient. Research has shown that developing bilingual proficiencies can help with cognitive benefits to young bilingual students.
School districts have a low budget for English Learners. It is estimated that 10.5 percent of children in the United States can be considered English language learners. English learners are the fastest growing segment of the nation’s students. According to the U.S. Department of Education’s website, Doing What Works, “In the last two decades, the population of students who are limited English proficient has grown by 169 percent, while the general school population has grown only 12 percent.”
DWW is a FREE website library sponsored by the U.S. Department of Education. Its content is primarily based on the Institute of Educational Sciences (IES) What Works Clearinghouse, which evaluates research on practices and interventions. On the WestEd.org website, educators can order FREE professionaldevelopment packages using DWW materials. The IES Practice Guide “Effective Literacy and English Language Instruction for English Learners in the Elementary Grades” (2007) recommends five essential practices in teaching young English language learners:
1. Screen for reading problems and monitor progress
using English language measures of phonological processing, letter knowledge,
and word and text reading
2. Provide intensive small-group reading
interventions for at-risk learners
3. Provide extensive and varied vocabulary
instruction daily
4. Develop academic English, beginning in the primary
grades
5. Schedule regular peer-assisted learning
opportunities (approximately 90 minutes per week)
The Doing What Works home page contains information about early
childhood education, English language learners, and math and science. The
resources discussed in this article are found on the Teaching Literacy in
English to K-5 English Learners page. Remember, it is FREE!
Professional Development for Teachers
This video it talks about how to prepare teachers for Professional Development of English Language Learners. Many opportunities were shown how to help teachers with the experience of the five core principles. Which are Heterogeneity & Collaboration, Experiential Learning, Language & Content Integration, Localized Autonomy & Responsibility, One Learning Model for All. In order to prepare the teachers they attend a workshop with hands-on learning activities that show what the teacher should integrate into their own classroom. The workshops help the teachers to come up with ideas for scaffolding and adapting texts, adopting trauma-informed practices, and deploying project based learning activities.
Being able to use videos that will help with professional development is key. These resources provide many ways for a teacher to be helpful with their students, especially emergent bilinguals. In these two resources you can find different classroom settings. Some cases show that schools have no fundings to provide extra resources for the emergent bilingual program, and many have never dealt with emergent bilingual students or even students with disabilities. So, it is vital that we can provide great resources for the teacher that is free and effective in their professional development. Not only are these resources wonderful for your emergent bilingual students but also for students with disabilities.
Helpful Websites for Emergent Bilingual Students
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As a future educator I really appreciate how there are so many resources we can use for free. A couple of the resources provided below have information that can be shared with many students as a read along guide. This can be beneficial not only for Emergent Bilinguals but also for many students with disabilities. These resources can be really helpful as well for school districts that may not have enough funding for the Emergent Bilingual program. As there may be so many other programs here are a couple that may help.
Quick Look
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Here is an overview of all the sections. We will review the key points and provide a further understanding of the sections.
What is an Emergent Bilingual?
Over the last few decades, Emergent Bilingual students have had various names like English Language Learners (ELL), Culturally and Linguistically Diverse (CLD), and many others. An Emergent Bilingual student is any student who is continuing to learn their mother or father tongue while also learning a second or new language.
Federal School Budget
According the article New Federal Equity Agenda for Dual Language Learners, more than 10% of U.S grade school through high school age students are English Language Learners. Most children under the age of 8 will have at least one parent who speaks a foreign language other than English. Unfortunately for these students, the states and school districts have treated them as obstacles. If teachers only use English teaching methods, English Language Learners will be left confused and intimated by the teacher rather than feeling safe or wanting to learn.
Not only that but these approaches limit and
Neglected ELL students of their emerging bilingual status and have failed to help them with their academic or professional success. To help young bilingual students become English Proficient, research has shown that nurturing bilingual abilities provides young bilingual kids with cognitive growth.
Professional Development for Teachers
In the Professional Development for Teachers of English Language video, English Language Learner teachers receive preparation for professional development. The video mentioned the five core principles that help teachers further advance their teaching skills to meet the needs of Emergent Bilingual students. The five core principles are Heterogeneity & Collaboration, Experiential Learning, Language & Content Integration, Localized Autonomy & Responsibility, and One Learning Model for All. Teachers attend training sessions with hands-on learning activities to prepare them for their classes. The workshops help the teachers develop ideas for scaffolding and adapting texts, adopting trauma-informed practices, and deploying project-based learning activities.
Resources Used
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Englishwsheets.com. (n.d.). Adjectives ESL printable worksheets and exercises. ESL Worksheets English Exercises. https://www.englishwsheets.com/adjectives.html
Explore. create. collaborate. OER Commons. (n.d.). https://www.oercommons.org/
Ferlazzo, L. (2015, November 20). 5-Minute Film Festival: 7 videos for Ell Classrooms. Edutopia. From https://www.edutopia.org/blog/film-fest-ell-video-resources
NewAmericaFoundation. (2020, March 2). Professional development for teachers of English learners: The internationals approach. YouTube.From https://www.youtube.com/watch?v=IqnUiXiGcZk
Williams, — C. P., Fellow, C. P. W. S., Williams, C. P., Fellow, S., Hinds, — B. C., — By Mark Zuckerman and Robert Shireman, Hart, — B. J., Foundation, — B. T. C., Potter, — B. H., & Hamilton, — B. L. T. (2022, March 23). A new federal equity agenda for Dual Language Learners and English learners. The Century Foundation. From https://tcf.org/content/report/new-federal-equity-agenda-dual-language-learners-english-learners/
Conclusion
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What we have learned is how Emergent Bilingual students have limited resources in order to help them be successful in learning a new language. We also learned how Professional Development is important for teachers who are learning how to teach to Emergent Bilingual’s in a way that they will be able to comprehend and understand. With Professional Development the teacher’s are also learning new techniques. The most important thing for Emergent Bilingual students is having access to resources outside of the classroom that they can use.