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First reading -
- listening and reading skills are passive skills
- ELL have to attend each phoneme in each word
- oral language is full of sentence fragments
- ELL need some english proficiency before interacting with native english speakers.
- english language comp is not related to spelling skills
ELL needs ESL instructions
- Silent period - doesn't mean they are not learning. Could be a few hours or over a month
Second reading -
- Reading wars
- Balanced approach - direct instruction - have some comprehension - Phonics is just one part of learning
- Phonics, focuses on the alphabet and how the letters sound
- Mainstream learning is not effective enough for ELLs
- oral language is just as important as any other
- literacy instruction needs to be hand and hand with ESL instruction
- All ELLs are different and learn different just like every student that has ever been born
- Literacy assessment can be both negative and postive towards the bilingual
- home language has a big impact on how fast/slow you will learn a new language
Things that have changed:
- building our ESL system
- making our curriculum way more helpful to learn and to get things out of
- building language skills off of each other for reading in a new language.
- shared readings could help many/all ELLs since they can work together and share the same ideas
- Guided reading helped me tremendously and I know it would help others who struggle with reading
- readers workshop is great for kids to express themselves with the books they want to read individually
- class made books are great to express how one is feeling
Third reading -
- the process for learning how to write for ELL is similar to english natives
- it normally starts out as being better in the oral language then turn to writing
- age and prior knowledge play a huge part in how they will learn the language
- when ELLs are exposed to traffic signs, posters, and other signs they will change the way they write things
- ELLs need to depend on writing for some aspects of life/ expression
- each teacher needs to understand each ELL students strengths and weaknesses
- Shared writing helps all students not just ELL
- interactive writing shares the group work, meaning kids can bounce off ideas/add whatever they want to make something great all together
- journals are probably my favorite way to include my thoughts and feelings on things, I think middle school age would be prefect to do this with since there are many emotions and feelings at that age
- editing a paper for an ELL must be hard since how do you exactly know what to change
- every student should know how to type but I love the way people write, you need to write certain things in life and will always need to use that skill
- texting is not the best to show ELLs since we use so many short cuts
Fourth Reading -
- ELL have a lot of expectations all at once
- Current content and language objectives
- thematic lesson planning , saves time, lets children explore
- makes sense why math used to go so fast in school since they needed to cover so much
- math is not easy for ELLs even though people just say it's numbers but it is more than just numbers
- the younger the ELL I feel the easier it would be to teach math since you could just many pictures and symbols
- incorporating math into your own life at home
- science is not easy to teach ELL i'm sure it is a crazy and kinda weird subject
- we use words from everyday life in science that have different meaning in real life
- the discovery part I am sure is interesting to them but I really wonder how it is to be in a science class in an ELL shoes
- social studies I am sure is boring for all students even ELLs
- this doesn't get as much attention in schools since the classes are just learning about that past
- Letting ELL learn about their own past would keep them more interested
- as teachers we need to make sure we are assessing all needs of all students
Fifth reading -
- ELL are the most tested students in our education system
- testing is an administrated test
-assessment means way more than just a test
-Norm- reference tests are for tests to be compared to other students
- bias can or can not be in all tests
- bias can be put or evaluated in all tests without realizing
- online testing is way harder since students can cheat on a lot of tests
- ELL i'm sure  would not be as prone to cheating as english natives
- self assessments are great to ask kids if they were being good on whatever they decide to do

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This video explains the fight between schools history's. We focus on primarily Americans History in history classes but we do not focus on other races history. In the fight to see which is right among other history classes being taught in schools, it upsets some Americans. I believe that any race should know their background and get to learn from what their ancestors went through.

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Readings 10-13 Translanguaging GuideA Culturally Relevant Learning EnvironmentA multi-lingual learning environment language portfolio community study multilingual language objectivesCreating learning objectives is apart of the curriculum. but: it’s imperative to also consider what language they will need to understand and use to be successful with those learning objectives.  Often we’re not even aware of the language demands of the curriculum because we’re so proficient with the language ourselves.We need to create language levels for learning objectives. These are: Text level, paragraph, sentence and word. After we have language objectives, we move onto language development. Main point: identify your objectives and development plans, and create lessons surrounding those with different language needs and barriers. Integrated instructiondisconnected structure can make it difficult to develop high levels of proficiency in content knowledge, language for academic purposes, and literacy abilities. By learning the content in two languages, a deeper connection can be created. We as teachers need to utilize this. connect home language with language used in the school, for elementary this is integrating social studies in readings, and switching off with sciences to make more connections in not only the bilingual readers but also the mono. Garcia chap. 7

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Readings 10-13 Translanguaging GuideA Culturally Relevant Learning EnvironmentA multi-lingual learning environment language portfolio community study multilingual language objectivesCreating learning objectives is apart of the curriculum. but: it’s imperative to also consider what language they will need to understand and use to be successful with those learning objectives.  Often we’re not even aware of the language demands of the curriculum because we’re so proficient with the language ourselves.We need to create language levels for learning objectives. These are: Text level, paragraph, sentence and word. After we have language objectives, we move onto language development. Main point: identify your objectives and development plans, and create lessons surrounding those with different language needs and barriers. Integrated instructiondisconnected structure can make it difficult to develop high levels of proficiency in content knowledge, language for academic purposes, and literacy abilities. By learning the content in two languages, a deeper connection can be created. We as teachers need to utilize this. connect home language with language used in the school, for elementary this is integrating social studies in readings, and switching off with sciences to make more connections in not only the bilingual readers but also the mono. Garcia chap. 7

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For Tuesday the 13th Translanguaging Refers to the language practices of bilingual people.Bilingual people have one language repertoire and select features for both languages-Translanguaging is not a practice that people age out of when they become fluent, no billingual person is even with both languages-Helps students develop language for academic purposes by allowing students to use home language practices to practice the language of school to eventually use the appropriate form of language-Putting languages next to each other allows students to notice the differences- Can help sustain minoritized language by giving students the opportunity to practice their home languages and literacies.-We are all emergent bilinguals in certain situations, or at certain times13-19Culturally relevant learning environment-Choose culturally relevant texts- Write identity texts, has bilingual students create a bilingual text in English and their language, to share their cultural and linguistic identities and experiences.- Science- have them compare a local ecosystem to one in their home country- Include a "getting to know you" exercise for elementary students on the first day of school and talk about culture20-22 Multilingual learning environment-ask yourself which part of your classroom you could make multilingual-Greetings (have bilingual students teach their classmates a greeting in their home language)-Songs-Class transitions in another language- Start a school initiative to have the school environment represent students languages (display signs with other languages, staff using multilingual greetings)-Decorate schools with pictures of students learning in different languages23-39 Language Portfolio- A way for students to record and celebrate their language learning and cultural experiences over time-Elementary - all students benefit from creating a language portfolio-secondary - again, all students benefitCome up with worksheets regarding bilingualism, since most students will begin learning a second language- This section gives a lot of great sample worksheets for the language biography and language passport activities, as well as instructions40-43-Community study - a way for all students, bilingual and english speakers to investigate what languages and scripts are visible in their community. Taking pictures of signs in languages other than English, collect newspapers, listen for people speaking languages other than English- This section provides a very in depth translanguaging how-to that describes different activities that would provide students the opportunity to explore different languages in their community, as well as implementation for all grade levels.

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For Tuesday the 13th Translanguaging Refers to the language practices of bilingual people.Bilingual people have one language repertoire and select features for both languages-Translanguaging is not a practice that people age out of when they become fluent, no billingual person is even with both languages-Helps students develop language for academic purposes by allowing students to use home language practices to practice the language of school to eventually use the appropriate form of language-Putting languages next to each other allows students to notice the differences- Can help sustain minoritized language by giving students the opportunity to practice their home languages and literacies.-We are all emergent bilinguals in certain situations, or at certain times13-19Culturally relevant learning environment-Choose culturally relevant texts- Write identity texts, has bilingual students create a bilingual text in English and their language, to share their cultural and linguistic identities and experiences.- Science- have them compare a local ecosystem to one in their home country- Include a "getting to know you" exercise for elementary students on the first day of school and talk about culture20-22 Multilingual learning environment-ask yourself which part of your classroom you could make multilingual-Greetings (have bilingual students teach their classmates a greeting in their home language)-Songs-Class transitions in another language- Start a school initiative to have the school environment represent students languages (display signs with other languages, staff using multilingual greetings)-Decorate schools with pictures of students learning in different languages23-39 Language Portfolio- A way for students to record and celebrate their language learning and cultural experiences over time-Elementary - all students benefit from creating a language portfolio-secondary - again, all students benefitCome up with worksheets regarding bilingualism, since most students will begin learning a second language- This section gives a lot of great sample worksheets for the language biography and language passport activities, as well as instructions40-43-Community study - a way for all students, bilingual and english speakers to investigate what languages and scripts are visible in their community. Taking pictures of signs in languages other than English, collect newspapers, listen for people speaking languages other than English- This section provides a very in depth translanguaging how-to that describes different activities that would provide students the opportunity to explore different languages in their community, as well as implementation for all grade levels.

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Under the new law, states will develop their own ELL accountability systems that must measure progress in English-language development and the number of students who become English proficient. That doesn't sit well with some ELL advocacy groups, because they're concerned states won't have the resources, staff, or know-how to do that well. They set a five-year "maximum timeline" for students to reach proficiency.

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ESSA offers states more flexibility in creating the accountability system that they will use to evaluate school and district performance while offering some guidelines that states must follow.  This means that schools and districts will now be held accountable for the growth of the English language proficiency of ELLs as part of their general accountability system, as opposed to being included as a separate evaluation as had been the case under NCLB. ELL subgroup is a constantly moving target.

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Positives: 100% of ELL's should pass the standardize tests. Which is not expected by all schools. Potential for all responsible goals for each ELL student's.
Neg: Most schools only care about test scores of ALL students. Liability issues in schools with having ELL students in high stake test. No recognition for the development of bilinguals.

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Federal law No child left behind. Shift federal governments power over schools. Obama passed this act since federal governments would punish schools that are falling behind. The senate never agrees 85 to 12 on something but this was an act that needed to be done.

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immigrant students used to be forced to be in english only classes. Bilingual students were not getting taught the way they deserved. Challenge students to do english high school while not understanding the full language. Many parents and teachers complained, this was not fair to students who cannot understand what is happening. Court case was won that non english speaking students need to be helped in different aspects of schools. Teachers now need to be educated on how to help bilingual leaners.

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Johnson believed that all school children should have an equal change learning. Which also means an equal chance at life. He had programs to help students of all ages in school. Congress passed the civil rights act that helps all students, especially disadvantage children. Increase in federal funds in 1965, 4 billion dollars. That goes towards students with disabilities. Federal government now gets to take charge of schools. Integrated schools started in the south both races can attend schools.

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Parent involvement is so important in school, I think that having the support from them especially coming from a bilingual student means the world. There shouldn't be too much engagement with the parents in students business since they shouldn't need their hand held through everything. I agree that parent engagement leads to higher achievement in school. But in low-income families it is hard to have the same involvement as higher income families. From the fund of knowledge we know that it is important to address hard topics since they sometimes need to be said. I think we need to recognize history and tell the truth. Parental involvement has grown throughout the years and I think it will only get better from now on. We have so many resources we can use to help us also.

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Assessment Bias -
teachers can put offensive questions on tests without even noticing or understanding what they are asking.
- assessment bias is presented whenever one or more items on a test offend or unfairly penalize students because of those students' personal characteristics such as race gender, socioeconomic status.
Offensiveness -  Denigrates the particular group to which a student belongs
- bad remarks about Mexicans are common
- offensive questions take the child mind off of the test and focus on the question.
Unfair Personalization -
a test or item on the test that penalizes a student because of that students characteristic.
- gender, sports, subgroups
Inference Distortion -
poor performance for geographic location
3 common sources of assessment bias
- gender
- socioeconomic
- racial

Assessing ELL in mainstream classrooms
- 4.5 mill ELL students
-  9.6% of pop
- never assume children who speak the same lang have the same cultural practices
- predictability log
- shows prior knowledge
- collab with other teachers
- modify if child is confused
- materials need to be adjusted by students english proficiency level

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Focus: curricular opportunities and practices affecting the education of
emergent bilinguals.
-Most emerging bilinguals are poor
- Some are immigrants who are feeling dislocation and separation from both their countries of origin and sometimes families they have left behind
#1Social Justice and Linguistic Human Rights
- half of the foreign-born immigrant students in the United States are undocumented
- All these students have the right to an education that includes
a rich and rigorous curriculum.
-In this regard,
UNESCO (1960) has been most influential.  "For the purposes of this Convention, the term “discrimination” includes any distinction, exclusion, limitation or
preference which, being based on race, color, sex, language, religion, political or other opinion, national or
social origin, economic condition or birth, has the purpose or effect of nullifying or impairing equality or
treatment in education …."
-Individual rights, including the right to identify with one’s own language and to use it
both in and out of school, and the right to learn the official language of the state; and
-nCommunity rights, including the right of minoritized groups to establish and
maintain schools and other educational institutions and to control their curricula.
-#2Curriculum That Is Challenging and Creative
-Research on teaching and learning indicates that all students need to be given opportunities
to participate in challenging academic work that promotes deep disciplinary knowledge and
encourages higher-order thinking skills
-Many have called attention to the importance of maintaining high expectations for
emergent bilinguals and of providing them with challenging academic work

#3 Pedagogies That Are Transformative and Collaborative
-“transformative/intercultural pedagogy”
-Focusing on teaching by building on the ethnolinguistic identities of language-minority
students, other scholars have also advocated a culturally relevant pedagogy for minority
students
-Research on teaching and learning has also validated the importance of pedagogy that
builds on collaborative social practices in which students try out ideas and actions and, thus,
socially construct their learning
-"The ecologist will say that knowledge of language for a human is like knowledge of the jungle for an animal. The
animal does not have the jungle; it knows how to use the jungle and how to live in it. Perhaps we can say by
analogy that we do not have or possess language, but that we learn to use it and to live in it. (p. 253)"

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There is a latino girl who loves to speak out to her class and participate, but her father is worried that since he taught her to be respectful and not loud that she is doing bad in school. The teacher had praised her after her actions that the dad did not enjoy and he was confused. "is she talking too much? How is she doing?". In my eyes she is speaking up and is comfortable with her environment. Common classroom practice can leave students feeling left behind or lost in school. Culture is something everyone has no matter who you are but we may all have our own different culture. When it comes to school I am very individualistic I like to do things on my own. I grew up in that American home with constant normal communication of people and friends that have a similar culture.

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There are a lot of places in the world that have amazing programs for those who speak two different languages. For instance Canada has a policy that has equal status to french and english language speakers, in federal government services. American identity was found in political principals which means everyone can become an American no matter what ethnicity.  I didn't know there was a stereotype towards bilingual students or trilingual since I always thought it was a very useful skill to know more than one language. I understand why this topic can gain tons of attention from politics but why is it such a hard topic sometimes. Unless maybe I am confused it doesn't make sense why language in schools can become such a problem when we could make simple solutions.

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Children that come from low income families do tend to struggle more in school. Since they are not normally given the same as those who have a higher quality of living. Children need to have a mutual trust in order to want and to learn from their peers. (which is also called reproity). Carlos had many different cross boarder experiences that made him grow as a student who is learning two languages. Carlo's parents were very involved in his life and are supportive of their goals to be at a higher university to end their education. The insights that came from the home in this study has shown great lengths to things that could go on in bilingual households.

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I do agree that teachers should be aware of children's native language but not all teachers can learn 20 different languages. I think that we as teachers can learn more about our students native languages but we still have to teach all other students in english. The African American language Ebonics, is something we should be aware of and can talk about. I think for young children that could mean the world for them even if they don't understand that in the moment.

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We as a class brought things that make us our own culture/language. I chose more things that represent how I talk and use my language. I chose a lacrosse stick, a sneaker and a journal. My peers did similar things but one girl used her family photo album from a trip, also her first book she remembers reading. Which I thought were just really good piece of someone to help understand who they are and how they talk.

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One thing I found crazy interesting about the reading for this week was, how many different names there are to EL learners. I totally believe I need to respect the children that do not have the same language skills that I have. I can't even imagine how the kids who need extra help in school because they are already put at a disadvantage being in an english school. I just want to give so much respect to all the EL students because they put in so much work for the same end goal english students already have. ESL is not the name for everyone and it can be made offensive to students.

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What teachers need to know about language 

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What teachers need to know about language 

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Teachers need to have 5 main functions to teach children language.
1. Teacher as communicator
2. teacher as educator
3. teacher as evaluator
4. teacher as an educated human being
5. teacher as agent of socialization
This reading shares how you as a teacher need to become educated before teaching any student but mostly students that english isn't their first language. If you as a teacher don't know grammar your students are going to suffer in their writing.
You need to also as a teacher incorporate lessons that EL learners can be interested in and want to learn more about the subject.