Language Proficiency

Language Proficiency

When I look at differentiating my instruction and lessons to suit the needs of the students in my classroom, I first need to evaluate and identify my students’ academic levels and individual needs to ensure that I have a firm grasp on what they need during their academic day. This may mean that students need translation apps, word banks, or visuals to ensure they can access and understand the material. I would also group students that may come from the same language backgrounds to help with translations and to keep those assignments that are differentiated from those split groups. One suggestion to support students at a pre-emergent/emergent level while also challenging those at a high intermediate level is to pair them up with one another and allow them to work with each other. Students who are at a high-intermediate language level can build on their proficiency by facilitating activities for pre-emergent/emergent-level learners. These students can take on the teacher role of the group, while pre-emergent/emergent level learners can build proficiency with peers at the same age level. This can help them build comprehension while working on social and emotional learning (Gonzales, 2014).

Reference

Gonzalez, J. (2014, Dec. 11). 12 ways to support English learners in the mainstream classroom. Cult of Pedagogy. https://www.cultofpedagogy.com/supporting-esl-students- mainstream-classroom/

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Language Proficiency

In your teaching career, you may have students in your class in all language proficiency levels. How would you differentiate activities to ensure that you are engaging all students while continuing to meet their individual language goals? How will you support a student at a pre-emergent/emergent level and continue challenging a student at a high intermediate language level?