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Wright Chapter 6 PG 125-134
Teachers need to be aware of how many tests their ELLs are given. These tests are important because some of them decide wether they are allowed to move on to the next grade, be put in special classes and some even as far as determining wether they will be allowed to graduate. If the assessments  are made properly, they will allow teachers to really determine what their students are struggling in and what they are succeeding in. Testing and Assessment are not the same thing. There are many different ways to giving assessment. Some of them include comparing the student to themselves and some are to other student in their grade. There is a difference between validity and reliability as well that needs to be kept in mind.

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Wright Chapter 10 PG 272-278
The school system is not set up to allow ELLs to learn English proficiently before they are expected to preform well on academic assessments. Teachers should change their instruction to best fit everyone in the classroom, even if that means having to explain something more than once and in different way. Teachers might also find it helpful to find a theme that they can use to help teach a certain lesson. This can help students to connect things to one another and also allow them to easily pick up new things.

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Wright Chapter 9 PG 230-240
Writing is one of the most important skills a student will learn at school so it is important that our ELLs are not getting left behind. Reading and writing kind of go hand and hand. It is easier for bilinguals to learn how to write in English if they already know how to write in their home language. One of the major problems when teaching ELLs to write is that we lack the comprehensive theory of second language. It is important to really strengthen their reading ability because that will be applied to their writing abilities.

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Wright Chapter 8
Students have the ability to really strive from learning two different languages. It is important that we use this to our advantage. ELLs have a lot of potential to be very strong readers because they are becoming bilingual and are learning so much that English speakers aren't. It is important that during reading, we are giving our ELLs strategies to help them more efficiently and effectively read and understand the language that is not their first. You can have them follow the words with their fingers so they are reading one word at a time. It is ultimately important that your students are learning at their own pace and that you are helping them with different ways they can read more effectively.

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Translanguaging Guide
Pg 87-91
- Multilanguage learning center
- this is a way for emergent bilinguals to listen to texts in both english and their home languages
- allow EMLs to listen to texts and media in their home language so that way they are able to fully understand the contexts of the assignment
- give them indicators that certain parts of the text will be discussed in class
- Once they are confident in their home language they can begin to look at the text in English
- Plan out these listening resources for your students
- There are a lot of different websites that help teachers to give their students these resources, you just have to do some research
- make a routine
It is really important to do your research and figure out the best way to help your EMLs learn the material. Your job as the teacher is for your students to succeed and if they aren't there is more then likely a problem with the way you are giving them the material, so you have to find a new way to do it. It is important for your EMLs to get all of the correct resources and also to allow them to use their home language in learning.

PG 147-157
- Multilingual word walls
- This is a wall dedicated to having a list of words that have been used or are commonly coming up during class and instruction
- have the word, a definition and an example of it being used in a sentence
- Add to the word wall with the students so that way they know what new words are being put on the wall
- Cognate Charts- charts for words that look and sound similar across languages
It is important to make sure that students have a place to look if they do find themselves stuck at a word that they don't know. Having these words all around the classroom isn't just good for memorization, it is also good for your EMLs to have a little cheat sheet to help them when there is individual work.

Write Chapter 7
- it is important to recognize that as English speakers listening and understanding what someone is saying is second nature. We need to slow down our speech for ELLs
- DREDE- the center for research on Education, Diversity and Excellence
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- Some people believe that when immigrants come to America, they leave their native language behind
- There is no official language of the United states.
- In the 1800s, America was much more open to teaching the youth of the country different languages inside and outside of school.
- "After the mother tongue, then the other languages"
- Social control
- In the late 1800s and early 1900s, states implemented laws that required that English be the language of instruction in schools
- Educators noticed a high drop out rate of Mexican American students in the 1960s
- 1968 Bilingual Education Act- this provides grants to school district and other eligible entities through a competitive grant process
- in the early 2000s, 32 states had statues allowing home language instruction
- No child left behind act in 2001
- All student had to take standardized tests. In 2006, it was made that ELLs still had to take the tests but, they didn't count towards the school AYP calculations
- ESEA Flexibility which provided wavers from NCLB accountability requirements.
- Ever Student Succeeds Act
- Math, science, and Reading, The PSSAs and the Keystone tests
- most of these exams are paper and pencil
- The focus of title 3 is English and English proficiency
- Brown v. Board of education- you clearly can't separate ELLs from the rest of the classroom
- Lau v. Nichols- Chinese students were placed in classrooms and left to "sink or swim"
- thus came the Equal Educational Opportunities Act or 1974
- schools cannot focus on just speaking English
- children have a right to education in their home language
- The courts play a huge role in the development of policies for ELLs
Over the years, America has had an up and down performance in educating ELLs. There is often confusion in what the best way to help them succeed is. There have been many policies implemented to help these students learn but they have changed as the years go on. I definitely think that America is doing a better job at education ELLs but there is always room for improvement. As time goes on these policies need to change in order to better benefit the students that will be effected by them.

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Assessing English-language learners in mainstream classrooms 

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Assessing English-language learners in mainstream classrooms 

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- more than 4.5 million students, or 9.6% of the total  school  population are ELLs
- Title I of NCLB requires

that ELLs attending public schools at levels K–12 should be assessed in the various language domains (i.e., listening, speaking, reading, and writ-

ing).
- assessments of ELLs should be more positive than negative
- teachers should be familiar with their students' prior schooling before they are able to assess them
- A PL helps teachers under-

stand their students’ prior literacy experiences and

the factors that helped shape them
- "interaction refers not only to the interactions between the reader, the text, and a given context but also to the interactions among the mental processes involved in

comprehension."
- "Alternative assessments provide teachers with a more complete picture of what students can or cannot do as they encounter reading materials."
- Assess in nontraditional ways.
- All assessments in English are also assessments of English.
- Modify traditional assessments
- Tests that you was made personally can be changed but, standardized test should not be.
- Try to give visuals
- Code-switching- moving between the native language and English during an activity and helps ELLs keep conversations moving

*use this for project*
- teachers should allow students to use their native language to fill in the holes for words that they might not know in english when they are doing classwork of taking a test
- Self-assessment is good for ELLs and native English speakers
- Teachers must be able to tailor to all of their students needs
It is important to make sure that all of your students are getting the tools they need to succeed. When it comes to teaching ELLs, you are going to have to put in extra work to make sure they are succeed as well as the other students in your classroom. Sometimes assessment is the best way to making sure that they are understanding what is going on in the classroom. When giving assessment it is important to make sure that each student has equal ability to get the and best grade possible and show that they understand the material even if they can't always express it in English.

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PG 1-6
1) Translanguaging challenges monolingual assumptions that permeate current language education policy and

instead treats bilingual discourse as the norm.
2) Translanguaging

refers to pedagogical practices that use bilingualism as resource, rather than ignore it or perceive

it as a problem.
3) Translanguaging goes beyond traditional notions of bilingualism and second language teaching and learning.
4) Translanguaging describes the

practices of all students and educators who use bilingualism as a resource.

- Translanguaging is the language practices of bilingual people.
- The two languages work together interchangeably
- learning this way allows students to connect the two languages
- This is more like the idea of dynamic bilingualism
This style of learning would provide benefit to everyone in the classroom
This is an important style of teaching. It would allow all students to really see the connection between the languages they are speaking. It would also allow the students to be well rounded in the cultures and languages that surround them.
PG 13-19
-Culturally relevant teaching: teachers use students’ own backgrounds and knowledge to build bridges to content understandings.
- Include other cultures in the classroom activities
- Choose texts that are relevant to the different cultures in your classroom.
- "get to know you" activities to get students to explore and present their cultural backgrounds
- have students connect the story they are reading to themselves and their own families
It is really easy to incorporate your students come cultures within the classroom. There are activities that can easily allow each of your students to incorporate their home life and allow each student to feel expert in something presented.
PG 20-22
- A multi-language learning environment
- this will allow your students to connect what they are learning in school to their day to day life at home.
- always ask yourself is it possible to add my students home culture in what I am teaching in English
- add greetings, songs, transitions, table names, Rules and routines charts, labels
- Doing even simple things like words of the day is a great way to incorporate different students home languages into the classroom
It is really easy and important to make sure that all of your students are feeling included in the classroom. Makes sure that all of your students are being represented and are able to feel connected to what they are learning.
PG 23-39
- A language portfolio is a way for students to record and celebrate their language learning and cultural experiences over time.

- this is something they can develop over their schooling experience
- Language Biography, Language passport, language dossier
- this can track their language development
- make sure to set time aside in class for your students to take time and update their portfolio
- have them include some of their work
Using a language portfolio will allow students of all ages and grades to reflect on what they have learned and what they want to learn. You can make these outlines as complex or as simple as needed depending on the grade level you are teaching. It is helpful to make sure that you are leaving class time for students to sit down and reflect on what they they learned and what they still want to learn.
PG 40-43
- A community study is a way for all students to investigate what languages and scripts are visible in their community.
- this will allow students to easily recognize the different cultures that are within their communities.
- These can be activities that you just ask your students to keep in the back of their mind when they are outside of the classroom.
- seeing a sign or newspaper in a different language, hearing people speak in a different language.
This is an amazing way for students to recognize the different cultures and languages that are around them that they might not notice if they weren't explicitly looking for them. There are so many easy ways for students to recognize the different languages that are presented in their community.
PG 44-50
- multilingual learning objectives: When you teach a unit of study, you plan your lessons around learning

objectives.
- have Language Objectives
- there are different levels of intensity
- create parallel language objectives
Although I feel like this would be very helpful, this would probably be one of the techniques I don't use too much. This seems like it would be a little difficult for the grade level that I am hoping to teach.
PG 57-61
Designing Units around Multilingual Culminating Products
- "Designing a unit of study so it culminates in some sort of a multilingual product gives bilingual students an authentic purpose and motivation for learning."
- think about how you want your lesson to pan out before presenting it to the whole class
- allow your students to demonstrate their knowledge in more ways then just writing
This would be more for your students that are currently emergent Bilinguals. Most of the time you will have more students in your classroom with English being their first language but if that is not the case, it will be a good way for your students to become proficient in both of their languages.

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Chapter 1
- It is important to understand that we need to teach English Language Learners differently than we are now. We should be meeting English standards rather than just looking at the test scores.
- before 2015 the "Every Student Succeeds Act" (ESSA) was referred to "Limited English Proficient" (LEP)- personally I feel like using LEP is almost a little hurtful, like they don't have the ability to make progress.
- When ignoring students becoming bilingual, we are holding them back. We can't hold them as though all they thing about all day is speaking English but, we also can't look at them as inferior to other students. Being bilingual can be more of a positive than a negative when they are older anyway.
- Each label given to English learners in the US education system has different connotation and most of them are problematic.
- We need to focus on their potential rather than their limitations.
- "Emergent Bilinguals"
- recognizing that young children are still learning their home languages as well as the one that will be used at home.
- build on their strengths
- Emergent vs Limited, Positive connotation vs negative
- recognizes that our linguistic performance is always improving.

Chapter 2
- "One out of every 10 students in the United States is an  emergent bilingual, accounting for 4,929,989 students."
- It is important to recognize these statistics because we are the future teachers that need to realize that most of their students will be either an emerging bilingual or already be bilingual.
- The criteria to being an emergent bilingual varies from state to state.
- Home Language Surveys aren't considering all of the different types of bilingual households there are.
- Students classified as ELL in one state might not be considered in another state leaving some students at an academic disadvantage.
- Sometimes the processes of being no longer recognized as an ELL is more rigorous than a born English learner can pass.
- Most of the Emergent Bilingual student live in California, Texas, Florida, New York, Colorado, Washington and North Carolina.
- Emergent Bilinguals mainly attend urban schools
- Most Emergent Bilinguals speak Spanish at home
- Latinx is used in replacement of Latino or Hispanic
When reading through these chapters it definitely opened my eyes to how some ELLs are treated in the US schooling system. They should be give the same opportunities to learn and succeed as at home English speakers are. I had a friend in high school that never really got to express his other language and I think it could have benefited my classes if he was able to show that he we able to learn Polish and English and still graduate in the top 10% of my class.

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- teachers have a set objective that they need to make in the school year and most of the time it isn't wide enough to fit in students that are still learning English.
- teachers don't have the professional training to understand and teach students learning English.
- the benchmark system helps to see how much students, especially emergent bilinguals, are making good progress.
- Some states are making it more difficult to get a diploma so students that aren't actually ready to graduate, don't.
- teachers need more experience in educational linguistics.
Teacher as Communicator
- Teachers need to understand that their language is not the only language that is important. It may be different for their students.
- It is important to make sure a student is talking correctly but, it is also important that you aren't taking away the way they speak at home.
- teachers should understand that their way of speaking isn't the only way.
Teacher as Educator
- teachers need to know a great deal about language development.
- children don't master language until far past the age of 5 or 6.
- teachers need to learn how to set up their classrooms to avoid linguistic obstacles.
Teachers as Evaluator
- teacher criticisms can really effect a students growth and confidence.
- different aptitudes and abilities have been greatly noticed recently.
- It is still important for teachers to recognize students that need extra help and pull them away to give them that
Teachers as Educated Human Beings
- teachers need to know what they are teaching their students and need to do it well.
- teachers need to be open to teaching in the different ways to help their students.
Teacher as Agent of Socialization
- teachers should be able to help build off what the students are learning at home.
- teachers can really impact the way students are learning in the classroom.
- Most students first contact with a different language is in school.
- when teachers respect their students home life, the student is able to better learn and adapt to school life.

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- students usually master their first language first even if they are using English a majority of the time in the classroom.
- phonemes and morphemes are different across languages.
- sequences of sounds have no meaning by themselves.
- morphemes- ending to a word, plural
- teachers need to be aware that some students might not always understand what they mean.
- "can you open the door?" could have the potential to mean many different things in a students mind
- most unknown words can be easily defined without a dictionary for English speakers but this could be different for other students.
- languages tend to have similar patterns.
- it is important to be clear about the meaning of words and use the best word for a sentence to make sense.
- students learn more words when it involves something they are interested in.
- when teaching emergent bilinguals new vocabulary, keep it in similar groups of words that have like meanings.
- different dialects are simply based off where you come from, they are not bad, just your way of speaking and everyone has their own based off of where they grew up.
- students need to be engaged to improve.
- non-English speaking students are proven to take longer to become English proficient then they used to.
- a lot of these students do fine in math and science but just not so good in English.
- written language is different than speech.
- sounds don't always match the spelling.
- students may have trouble reading because they don't know how to spell correctly.
- having a student help another student with reading is not effective.
- teachers own insecurities with english can effect how their students are mastering the language themselves.
- don't make your students infer what you meant.
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- Other countries have found it effective to integrate other language proficiency other than their native language.
- language planning, or organized efforts to engineer social behavior with regard to language
- "to offer pupils, as far as possible, the opportunity to learn two, or where appropriate, more languages in addition to their mother tongues"
- some people think that until recently the US was unilingual and the people that were coming were easily adapting to English
- political pluralism protects minority rights of all kinds
- "historically speaking, language has been a less salient factor in social conflict among Americans than race, religion or class"
- Melting Pot- The metaphor suggests a fusion of many cultures and genetic stocks into something entirely new, "a nation of immigrants" in which ethnic divisions would disappear and mutual respect would thrive.
- Ethnocentrism- the tendency to regard one's own group as the standard for judging others.
- "individual bilingualism us 'good' group bilingualism is 'bad'"
This chapter really stresses America's outdated outlook on language. America could be so much more affluent if they took other cultures and languages as a positive rather than so much of a negative like they do now. America would thrive if it was taking in other cultures and having their people be more multilingual. Encouraging more then one language to be learned in early education, we would be able to communicate better with the rest of the world.

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- The parent immigrant parent doesn't understand what his daughters teacher is trying to say to him.
- Schools have become the most diverse they have ever been and so ideas of different cultures needs to change.
- Because of culture, students might act a certain way in the classroom solely because those were the ideas that they grew up knowing and learning.
- "Culture is like the air we breathe, permeating all we do. And the hardest culture to examine is often our own."
- "Find ways to bridge, cultural differences that have a profound influence on learning."
- Individualism (individual success) and collectivism (group success)
- "In social oriented (collectivistic) societies, the cost of interdependence is experienced as suppression of individual development, while in individualistically oriented cultures, the cost of independence is experienced as alienation."
- In most cases, American parents try to raise their children to be as independent, socially and economically, as possible.
- families in collectivistic cultures tend to form more parent-child connection where in individualistic household, the parent wants their child to be more independent and be able to function without their parent being there so much.
- individualistic households tend to encourage their children to have conversation with their parents about school and really converse with them on the same level and in collectivistic households, the children are really split up by hierarchy and can't always have those same conversations.
- PROBLEM- mothers going into school breakfast and feeding their children and eating the food provided for the students
SOLUTION- explain the the parents why the school needs the students to be the only ones eating the breakfast and find other ways to integrate the families in their child's school life
- it is easy to do little things that will better integrate collectivistic cultures in the classroom so that the student's aren't facing so much culture shock.

I really enjoyed the points that were made in this study. It really opened my eyes to seeing that there really is a difference in culture through the US and how even the little things about the way a household is run can effect the student's schooling and classroom behavior. No way of society is better than the other, they are just different. I come from an Individualistic household which after reading this, really didn't come to my surprise. My dad raised me to work hard and make sure that I am doing what I need to succeed. When it comes to group assignments, I tend to not like them them because I feel like I can get it done so much better by myself. There is a neighborhood in my hometown where a lot of immigrant families live. In these houses sometimes whole families live there. A grandparent, mom and dad, aunts and uncles, cousins and siblings. When I was younger, I used to think that was weird but, now I understand that that is just their culture and there isn't anything wrong with it.

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- Ebonics is the language spoken by many African American children.
- Ebonics is a language and that is why the author feels they can't have an opinion about it.
- Trying to "correct" Ebonics will do way more bad than good and would be extremely hard to do anyway.
- Student can form negative thoughts about their schools if they are trying to correct the language that they speak in their communities.
I watched a speech given by a student that grew up speaking Ebonics but, changed her words when getting to school. She talked about how people used to tell her that she wasn't speaking right or that she should speak "proper English" so that is what she did. But, she lost that part of her heritage. That was the way her ancestors used to speak when they were working in the fields and fighting for their freedom. I think it is important to keep students in touch with who they are and simply add to it with what they will be learning in school. They will soon learn both of the dialect and be able to use each when they want to.

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- collaborative projects between the classroom and student households.
- incorporates 3 interrelated activities- the ethnographic analysis of household dynamic, the examination of classroom practices and the development of after school study groups with teachers.
- need to become familiar with the households origins and development as well as their labor history.
- interested in how families form social connections, results in exchange of resources.
- reciprocity- attempt to establish a social relationship on and enduring basis. whether symmetrical or asymmetrical, the exchange expresses and symbolizes human social independence.
- A lot of the time children in these households help the family flourish financially and help the family communicate  with others using their English speaking skills.
- Most teachers weren't up to helping to observe and provide feedback on their classrooms at first.
- The Lopez family had a lot of respect for Cathy being that she was their son's teacher.
- They were able to learn things about Carlos that they never would have known had they not conducted the interview.
- when learning about a students home life, the teacher is able to better make their teaching in relation to what their student's enjoy.
- this study really crushed student household stereotypes.
It is really important, as teachers, that we are up to date and engaged with our students home life. When we know what life is like at home, then was are able to better create lessons that the student swill be more engaged in. We can introduce other students the their classmates cultures. Kids learn better when they are excited and interested in what they are learning.

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- Bilingual 10 year olds were found to be, "more facile at concept formation, and [to] have greater mental flexibility" in comparison to monolingual students
- because of bilinguals constant use of two languages, they preform better on executive control tasks than monolinguals do.
- bilinguals have better auditory attention due to better blood flow
- bilinguals also have more analytic orientation which is also known as metalinguistic awarenesses
-  bilinguals have a more divergent and creative way of thinking.
- it is almost more beneficial to have the child learning two languages at once and not letting go of their home language entirely.
- contextualized language is the use of language which is supported by meaningful interpersonal and situational cues outside of the language itself.
- abstract language is needed in order to to understand things like text that you would need prior background knowledge on to understand.
- cognitive academic language proficiency (CALP) is the mastery of abstract language practices, this can take 5-7 years in an additional language.
- multiliteracies is when you are increasing modes of meaning-making that characterizes the production and use of texts
- most students bilingualism is subtracted due to lose of first language when they are at school.
- dynamic bilingualism is the development of two different language practices varying degrees and for distinct purposes.