# data[].attributes.body
This can have profound influence on ELLs. What type of schooling did they receive? Was it on grade level? Was it disrupted?
It is important for teachers to learn as much as possible about a student's prior learning. This can guide instruction and support for this student.
The refugee experience - consider how this affects a child's social and emotional development. Often these students need further, in-depth academic support in L1. They need holistic support - academic, emotional, social.

# data[].attributes.body
Social and Cultural processes have a significant influence over second language learners. This background may include previous education, their socioeconomic status, etc.
Language Use at School
*There has been a huge shift in America with immigrants are learning English as their primary language.
*Bilingual programs that focus on both the first language and the second language tend to be more successful in academic development and in building self esteem within the English language learner himself.
*Support for various languages spoken within a school will deepen relationships within the school and community.

Students Socioeconomic Status:
Factors that affect success or lack of within the classroom include: background of the student, prior education, any trauma experienced by the student, family history, health history

Student's Past Schooling and Escape from War:
Immigrants who are from economically depressed regions tend to have less educational background or limited access to an education. Many immigrants come from countries that are war torn and need a lot of extra academic support.

Length of Residence in Country of Immigration:
The amount of time spent in the country immigrated to, reflects upon the Child's success in learning the second language. An average of five years in America for example and receiving the constant exposure to the language, will see immigrants able to successfully communicate with other English speakers.

# data[].attributes.headline
Aspects of Second Language Acquisition: A Natural, Developmental Process

# data[].attributes.subject
Aspects of Second Language Acquisition: A Natural, Developmental Process

# data[].attributes.body
Language Use at School- Students will vary in order and rate of acquisition, predictable stages for each learner to pass through, developmental sequence, teacher must understand the natural process can not be mastered quickly.
Student's Socioeconomic Status -One of the most powerful influences affecting student achievement.
Student's prior school experience Experience or Escape from War- Student's may have little to no prior education and have psychological trauma from living in war torn environment.
Length of Residence  in the Country of Immigration- Key factor in language acquisition is the amount of time student in originating country and the years of exposure to their native language.
The Classroom Environment and Affective Factors- Teachers lesson plans based on student's background knowledge and use collaborative learning environment
Societal Factors- Social relationships among peers can be negative, teacher MUST create a positive school culture

# data[].attributes.body
* Are the language development that occurs inside one's head.
* Differing by mediating between the learner, the influence of the teacher and being in a instructional environment.
* Ongoing Debate:
* Krashen believes there is a distinction between subconscious acquisition and formal conscious learning.
*Chomsky presumes that there is an innate language acquisition device and it is the essential mechanism in the first-language acquisition.
* Krashen believes that this innate mechanism is also essential to the acquisition of second-language. Making formal learning in the classroom a limited role in the process.
* Others give conscious cognitive processes a more essential role in second-language acquisition.
* Wong Fillmore characterizes some of the cognitive processes that she believes to be essential to second-language acquisition:
* Learners must take linguistic data and discover the system of rules a speaker of the language are following, synthesize the knowledge into grammar, and then internalize it by making it their own.
* Then learners will apply array of cognitive strategies and skills to deal with tasks:
* They'll make use of associative skills, memory, social knowledge, and inferential skills in trying to figure out what people are talking about.
* They'll use whatever analytical skills they have to figure out relationships between forms, functions, and meanings.
* They will have to use memory, pattern recognition, induction, categorization, generalization, inference, and the like to figure  out the structural principles.
* The forms of language can be combined, and meanings modified by changes and deletions.
* Many linguists have analyzed an immense variety of ways that cognition plays a role in second-language acquisition.
*Studies on language transfer found that L2 acquirers rely on their knowledge of L1 for learning L2, noticing features in the in the input in L2 and compare those features with their internal language systems.
*Inter-language theory analyzes the stages the learners go through in hypothesis testing regarding the rules of the new language system and this mainly occurs at the subconscious level.
* Studies on linguistic universals give more evidence for the role of cognition in second-language acquisition.
* The role of innate knowledge:
* Some have analyzed linguistic universals by attempting to identify typological universals by studying several world languages.
* Others followed the generative school that was started by Chomsky, studying all individual languages in tremendous depth to identify the principles of grammar underlying and governing specific rules, referred as Universal Grammar.
* Research provides evidence to support Cummins in what he refers to interdependence of languages, or common underlying proficiency, as an important concept for bilingual and ESL educators to understand.

# data[].attributes.headline
Learning Strategies:          The use of learning strategies make a significant difference in the academic success of an ELL child. 

# data[].attributes.subject
Learning Strategies:          The use of learning strategies make a significant difference in the academic success of an ELL child. 

# data[].attributes.body
Metacognative - planning for learning, monitoring comprehension/production, evaluation of learning objective (mastery). Examples: think aloud, checklists, rubrics.

Cognitive - manipulating the material to be learned mentally. Examples: repetition, summarization, imagery.

Social/Affective - interaction with another person to help with mastery of objective. Examples: ask questions, empathize, use meditation, music to lower anxiety of the learner.

Learning strategies make learning easier and more effective for E2 learners. "Research evidence overwhelmingly shows that when a student's cognitive and academic growth (first language) is more fully developed, the student's proficiency and academic deveopment will deepen (in 2nd language). (Ovando Chapter 4, pg 137)

Encouraging parents/families to use their primary language at home will continue to stimulate the child's cognitive processes. The child's family plays a crucial role in the child's academic growth.

# data[].attributes.body
Ovando Reading Chapter 3: Part C: Alex DeCarolis.
Part C: Guidelines for Teaching-learning strategies: (Ovando Chapter 3, pgs. 87-88). It is essential for teachers to know the teaching-learning strategies to help teach Ell students. Ell students who typically benefit from what is known as "Sheltered Content Instruction" are 1. Who come from strong academic backgrounds in the first language. 2. With intermediate fluency in the second language who have acquired English and basic skills in the American school system. 3. Who were born in the United States, but who were not given the opportunity of primary language learning and English as a second-language program. 4. Who speak languages in which bilingual staff are not available. The guidelines for teaching-learning strategies or  "Sheltered Content Instruction" for ELL students are 1. modeling- the teacher models what is expected of the students. 2. Realia- for a unit of banking skills, students might practice filling out actual bank deposit slips, ATM forms and check registers. 3. Pictures- there are a variety of photographs and drawings available commercially or on the internet that depict nearly any object, process, or topic covered in the school curriculum. 4. Technology- with the burgeoning number of device and equipment options available, technology can be an effective way for making content more understandable and meaningful for students. Some other strategies for teaching-learning with ELL students in "Sheltered Content Instruction" are multimedia, demonstration, time lines, graphic depiction, bulletin boards, and maps. In closing, these are the guidelines for teaching-learning strategies to ELL students.