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"A teaching approach whose most well-known practitioner was Paulo Freire". Students learn by questioning and looking at real-world problems that they or the people around them face. Students can act out a dialogue that is a common problem that students face (p. 57). This could be used in a social studies/history class or English class. This would be a good way for students to see and try to understand what is going on in the world around them.

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"Is another activity students can use to practice reading strategies and build background knowledge for writing". This is a piece of text where several words have been removed and are replaced with blanks. This allows the students to use a higher level of thinking skills to choose a word to fill in the blanks (p. 180). I could use this with writing activities for the students. I could have a short story printed out and have some words that are missing. This would allow the students to some extent to be able to use their own words, but I would also be able to see to some degree where their thinking level is at.

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Pictures quickly engage students and are less dauting for them than texts. They can help with language development and thinking skills. Images can also be used to build a students' argument thinking and writing skills. I can use this in a classroom for many topics (p. 190). I can have students write a short story about the image or what they think is going on in the picture. I can also pull of an image if a child need to see what a certain object may look like. I can also pull up an image if I can teaching them about a certain thing and I want the students to see what it looks like.

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It was a phrase that was popularized by John Dewy, he was an education theorist. He believed people learned better when they participated in the experience versus being told about it. Interactive teaching methods, including different forms of cooperative learning, have shown much better effective learning results than lectures (p. 273). I will do this because it does tend to work better. A lot of students tend to learn better when they can physically do it because it makes the the connection better. When there is a connection, it tends to stick better in the child's mind.

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Ferlazzo, L., & Sypnieski, K. H. (2022). The ESL/ELL Teacher’s Survival Guide (2nd ed.). John Wiley & Sons Inc.

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It can help teachers build a culture in the classroom that encourages students to share their thoughts in an environment that is risk free. This strategy can help give students "think time" and a way for them to organize their thoughts before they speak. Teachers can have students revoicing, paraphrasing, reasoning, adding on, and wait time (p. 322). This is would be a good idea to use in the classroom. It can be used in most subjects because you can always ask a child what they think about the subject. ELL/ENL students can benefit from this because it will help them get involved and it will give them a voice on how they feel about the matter.

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They are tool that can be used for scaffolding classroom conversations. They support students in using specific vocabulary while the student speaks complete sentences. They can be changed based on the proficiency on the language to help support the students' language development (p. 323). This will be useful in a classroom because a lot of students could benefit from this. ELL/ENL students could benefit because it could help them if they are having difficulty with certain words. As it mentioned it can help with a students proficiency with language. This would not be too difficult for the students to use

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Culturally Responsive and Sustaining Teaching

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Culturally Responsive and Sustaining Teaching

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These teachings guide teachers on how they can be better teachers to students of color. They build on the tenets of culturally responsive and relevant teaching. It also uses the students cultural knowledge, prior experience, frames of reference, and performance styles to make their learning more relevant and effective for them (p. 380). This would be good to use this type of teaching in a classroom in a general setting because it brings in what is relevant to the students at the time. For ELL/ENL learners, it can bring in some of their culture and language so it is relevant to them too.

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These policies tend to promote the usage of the English language. This can harm students by alienating them if they don't speak English. This can make them feel unwelcomed and unsuccessful, as well as excluding them from participating (p.440-441). It would be good to be aware of this because students who are ELL/ENL would not be able to participate in the classroom as well. Changing the policy so it does not always promote English, can bring in new cultures and experiences. It can also help ELL/ENL student feel included and that they belong in the classroom.

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Grading ELLs in the Mainstream Classroom

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Grading ELLs in the Mainstream Classroom

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It is the teachers responsibility to make the content and assessments comprehensible to ELLs. The government made clear instructions about accommodations on assessments that must be made by states' Department of Education on any assessments. Teachers can grade ELL students more equitably by offering alternative forms of the assessment and providing modifications (p. 480-481). This will be something to use in the classroom in general. This will help ELL students because it will allow them to do their work easier. The grading would be more fair for them if these accommodations were made.

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You can differentiate in multiple levels of those differences of the direct and implicit instruction. It talks about the differences between the African American Language and the standard English. It also mentions how some certain word in the AAL may have a different meaning to what it means in standard English. This would be good to bring in the classroom because it would help students who speak the AAL feel like they belong. I know for me it would be difficult to try to speak it at first if I am reading a story, but after some practice it should get a bit easier. It would also be a good idea to talk about the language because it would bring in a different culture.