DISCUSSION POSTS

C&T 824: Problems in Second Language Acquisition: Discussion Posts

Desirae Jellison

University of Kansas
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M1T2 Discussion: SLA Theories

Question/Discussion Prompt

Why is it valuable as a teacher of ELLs to be able to implement a range of teaching

approaches? In other words, what are some of the variables that determine what you do in

the classroom or how you teach the ELL student?

Response

I think it is essential to implement a range of teaching approaches for ELs and

native speakers. If a teacher implements one approach learning only takes place for a

certain number of students. All students come into the classroom with different degrees

of background knowledge and prior skills, therefore, making it impossible to use a one-

size-fits-all approach. For all students to take part in learning many strategies and

methods are needed during instruction.

When determining teaching approaches to use in the classroom, it is necessary to

get to know your students. Knowing your students’ strengths and weaknesses will help

drive your instruction and approach the curriculum in a new way that would meet student

needs. Also, assessing students’ prior knowledge will give insight on strategies to

implement and ways to differentiate the instruction to make it more individualized.

Being knowledgeable of the types of learners you teach is part of knowing your students.

I like knowing if they learn better visually or orally because it will help me plan activities

and lessons that fit their needs. When I am planning groups in my classroom, I structure

them to support student-to-student interaction. By doing this, EL students can use English

to explain concepts and contribute to class discussions or group work. Additionally, this

is an easy way to assess student progress in English language ability formally. Naturally,
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some students would thrive in this learning activity and some may not. For example, in

this activity, I would supplement the lesson with visuals and graphic organizers. With any

lesson or activity, student language ability needs to be considered to increase language

development.

M4T1 Discussion: Readings

Question/Discussion Prompt

Based on the SIOP readings, answer these 3 questions:

1. What are strengths and limitations of content-based ESL instruction (SIOP Chapter

1, pp. 14-16)?

2. What was the need or condition that existed that led to the development of sheltered

instruction (SI)?

3. How has SI complemented content-based instruction?

Response

Content-based instruction is given in thematic units and is taught by using

information that is familiar with students, which can activate background knowledge or

provide students with prior knowledge. Content-based instruction can be provided to all

levels of proficiency. When teachers are providing content-based instruction they deliver

opportunities to participate in academic skills. Although teachers are providing

instruction that allows students to practice skills it doesn’t help all EL students succeed
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academically. Since content-based instruction did not satisfy the needs of helping EL

student succeed sufficiently, the educational reform movement created the SI approach.

Sheltered instruction helps students get the appropriate time they need for

language services. SI compliments content-based instruction because it ties in methods

for different classroom settings. Sheltered instruction provides visuals, adapted text, and

direct vocabulary instruction that helps students achieve gains in their language

proficiency.

I feel like in recommendation #2, roadblock 1 the strategies used to help students

understand the content is something teachers use daily to increase content proficiency.

Every student needs different strategies or differentiation to succeed, so why not provide

those accommodations for any student? The SIOP observation protocol is used to see if

the lesson contains supplementary materials, along with other things. Thinking and

planning for different supplemental materials can be time-consuming, but it will pay off

in the long run.

I mainly teach reading and writing, but except teaching one social studies class. I

feel since I am a “literacy” person I use many reading and language approaches to teach

content. I use a lot of different mentor texts that apply to the content. I use graphic

organizers with all my students to help them understand the material, not just my EL

students. Most of my students are reading below grade level, and graphic organizers are

really helpful.

M5T1 Discussion: Responding to Student Errors

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Question/Discussion Prompt

Consider the questions below with respect to your experiences and your readings this

week.

1. As a teacher or prospective teacher, what is your view on the issue

of selective error feedback versus comprehensive correction? Before reading

these chapters, what would you have said, and what do you think now?

2. What are your experiences with the error v. style distinction (chapter 4, pp. 80-81)

with your ELLs’ writing?

3. Select one topic from chapter 5 and describe how that may impact your teaching

Response

Question 1: As a teacher or prospective teacher, what is your view on the issue

of selective error feedback versus comprehensive correction? Before reading these

chapters, what would you have said, and what do you think now?

First, I believe it can be very frustrating for a student if constantly their errors are

being marked or corrected. As a teacher, I don’t want to overwhelm my students and

cause them to shut down. Personally, I have difficulty deciding how much correction is

too much or too little. Therefore, I was glad to read chapters 4&5 to gain more

clarification.

Last year our district had a set time for reading and a block of time for writing.

This year reading and writing is together in our ELA block. Last year, I felt that during
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our writing block I was giving more comprehensive feedback. Honestly, I was feeling

some failure because my students struggled with editing and different grammar rules. I

realized that the students haven’t received the instruction on the grammar rule they were

trying to use in their writing. Then the next day during reading I would address the

grammar rule with them to correct their errors, which would be more comprehensive

feedback.

I see the needs of both comprehensive and selective error correction. For my third

graders, I am wondering if I use a more selective error correction at the beginning of the

writing process then move more into comprehensive feedback as the year goes on. I think

I also need to consider when giving extensive feedback it is grade level appropriate. I

don’t want to overwhelm my students so giving them feedback on what is expected from

them on a grade level standard.

Question 2: What are your experiences with the error v. style distinction (chapter 4, pp.

80-81) with your ELLs’ writing?

Most of my students have a beginner writing ability, and that includes native

speakers. Most of my feedback is dealing with an error rather than style. A big challenge

in third grade is starting a sentence with a capital letter and ending the sentence with a

punctuation mark. If I have a student who can do that coming into the third grade, then

that is a HUGE plus. Sometimes they will use the wrong punctuation mark, most

commonly a period instead of question mark. I consider that a win because I am just

happy they have the understanding they need to end with a punctuation mark.
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Question 3: Select one topic from chapter 5 and describe how that may impact your

teaching

I want to use more self-editing strategies with my students. I have told my

students to reread their writing, but I think it would be beneficial if they read them out

loud or to a friend. I think they need to hear what their writing sounds like. With students

who have a slow fluency rate, I might read it for them so they can listen to the flow of

their writing. Teaching students to focus on their problem areas and track their progress

can be really helpful. I believe focusing on one error with one piece of writing can help

not overwhelm with students. For example, if a student knows they have trouble with the

subject-verb agreement they can reread their writing sentence by sentence to make sure

they didn’t make a mistake. After the made their corrections, a peer who doesn’t struggle

with subject-verb agreement can peer edit with them.