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First, the lack of English language knowledge was huge. Simply not being able to communicate what they needed to say to their teachers and their peers had to have negatively affected them. Still yet when they began to speak English at a faster rate, many of the children were still haunted by trauma from their past lives in their home countries. These case studies showed me that it is important to be mindful of factors outside of school that could be affecting these children. For instance, Mony was not getting the specialized attention she deserved at such a large school. It is easy to overlook situations like hers. 

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First, the lack of English language knowledge was huge. Simply not being able to communicate what they needed to say to their teachers and their peers had to have negatively affected them. Still yet when they began to speak English at a faster rate, many of the children were still haunted by trauma from their past lives in their home countries. These case studies showed me that it is important to be mindful of factors outside of school that could be affecting these children. For instance, Mony was not getting the specialized attention she deserved at such a large school. It is easy to overlook situations like hers. 

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Any background knowledge of the English language is certain to help children in school. Knowing little about the language is better than knowing nothing when transitioning into a primarily English speaking classroom. It also helps if the child has a supportive family. In many cases immigrant families are split apart when traveling to different countries. The emotional turmoil that comes along with this is a factor that can negatively effect school performance. On the other hand, having parents that are supportive in their children's education in school can help with the child's success.  

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Any background knowledge of the English language is certain to help children in school. Knowing little about the language is better than knowing nothing when transitioning into a primarily English speaking classroom. It also helps if the child has a supportive family. In many cases immigrant families are split apart when traveling to different countries. The emotional turmoil that comes along with this is a factor that can negatively effect school performance. On the other hand, having parents that are supportive in their children's education in school can help with the child's success.  

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While researching this I found several opportunities outside of the school system in Knoxville that offer ESL classes. Cedar Springs Church in West Knoxville offers a course that is free to the public. Another church, Grace Lutheran, also offers free classes. There is also the English Language Institute right here at UT Knoxville. The free programs are a great option for families of children that are in the ESL program in Knox County. This is a way that the families can also get help learning English as a second language. 

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While researching this I found several opportunities outside of the school system in Knoxville that offer ESL classes. Cedar Springs Church in West Knoxville offers a course that is free to the public. Another church, Grace Lutheran, also offers free classes. There is also the English Language Institute right here at UT Knoxville. The free programs are a great option for families of children that are in the ESL program in Knox County. This is a way that the families can also get help learning English as a second language. 

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A few things I believe would help students that are learning ESL would be to first establish respect for the student and make them feel comfortable in the classroom.  Next, trying our best to  integrate curriculum that is personalized to the student's knowledge of the language is something I found that can be help. Treating the language like building blocks, the students will learn a little at a time. I read that it is important to write goals for the child to maintain. Establishing trust with the children that are ESL learners and pushing them to meet their goals will help them learn at a (sometimes) faster rate. 

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A few things I believe would help students that are learning ESL would be to first establish respect for the student and make them feel comfortable in the classroom.  Next, trying our best to  integrate curriculum that is personalized to the student's knowledge of the language is something I found that can be help. Treating the language like building blocks, the students will learn a little at a time. I read that it is important to write goals for the child to maintain. Establishing trust with the children that are ESL learners and pushing them to meet their goals will help them learn at a (sometimes) faster rate. 

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Many variables stood out to me while reading these case studies.  However, Osmon's story stuck out to me the most.  Many times, teachers see ELL students as students who are only learning a new language not students who are learning a whole new culture.  Because Osmon had no school background, he was not only trying to learn school subjects at a middle school level but was learning about school culture simultaneously.  How overwhelming this could have felt for a young child.  Not only do these students face academic challenges but carrying the trauma from their home countries takes a toll as well.    

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Many variables stood out to me while reading these case studies.  However, Osmon's story stuck out to me the most.  Many times, teachers see ELL students as students who are only learning a new language not students who are learning a whole new culture.  Because Osmon had no school background, he was not only trying to learn school subjects at a middle school level but was learning about school culture simultaneously.  How overwhelming this could have felt for a young child.  Not only do these students face academic challenges but carrying the trauma from their home countries takes a toll as well.    

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Any support from family or teachers will help these students successfully  transition into school and preform well academically.  Farrah's family for example, her parents speak English quite well are both are well educated.  These are tools they can use to support Farrah in her academic achievements.  Support from teachers and a "school family" will also aid in successful academic performance.  Making the student feel welcomed and empowered in the classroom will increase academic success.  

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Any support from family or teachers will help these students successfully  transition into school and preform well academically.  Farrah's family for example, her parents speak English quite well are both are well educated.  These are tools they can use to support Farrah in her academic achievements.  Support from teachers and a "school family" will also aid in successful academic performance.  Making the student feel welcomed and empowered in the classroom will increase academic success.  

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During my search I found a very useful tool for ELL students and families.  Laurel Church of Christ in Knoxville offers a program called Friend Speak.  This program offers a free conversational program where students and families can practice everyday conversational English with a one-on-one partner.  The program also offers a free English as a Second Language class for adults and children.  I also took the opportunity to search for useful apps for ELLs.  One app in particular that I found was called SpeakingPal English tutor.  It uses speech recognition and interactive video dialogue to aid students in learning English.     

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During my search I found a very useful tool for ELL students and families.  Laurel Church of Christ in Knoxville offers a program called Friend Speak.  This program offers a free conversational program where students and families can practice everyday conversational English with a one-on-one partner.  The program also offers a free English as a Second Language class for adults and children.  I also took the opportunity to search for useful apps for ELLs.  One app in particular that I found was called SpeakingPal English tutor.  It uses speech recognition and interactive video dialogue to aid students in learning English.     

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Megan Whitehead              There were many factors in addition to each student's unfamiliarity with English that negatively affected their ability to succeed in school. Many students were refugees learning both a new language and a new culture. Children were overextended as they felt pressure to perform in academic settings and social settings. This was made more difficult in some cases by racism. For example, Farrah only felt comfortable with girls who also spoke Arabic and wore a hijab like her. She would hear anti-Muslim insults. She was also frustrated that her younger brother seemed to be assimilating quickly in comparison. Some students came to the U.S. with little to no previous formal education, and were now playing catch up on subject matter in a new language like Osman. It is also important to consider how the parents of these children are acclimating to their new surroundings and challenges. Many of the stresses of underemployment and unemployment of parents translate to the students. Over stressed parents trying to make ends meet do not have the same patience to emotionally support their children. Farrah was mindful not to "bother" her parents reasoning they had enough to worry about.

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Megan Whitehead              There were many factors in addition to each student's unfamiliarity with English that negatively affected their ability to succeed in school. Many students were refugees learning both a new language and a new culture. Children were overextended as they felt pressure to perform in academic settings and social settings. This was made more difficult in some cases by racism. For example, Farrah only felt comfortable with girls who also spoke Arabic and wore a hijab like her. She would hear anti-Muslim insults. She was also frustrated that her younger brother seemed to be assimilating quickly in comparison. Some students came to the U.S. with little to no previous formal education, and were now playing catch up on subject matter in a new language like Osman. It is also important to consider how the parents of these children are acclimating to their new surroundings and challenges. Many of the stresses of underemployment and unemployment of parents translate to the students. Over stressed parents trying to make ends meet do not have the same patience to emotionally support their children. Farrah was mindful not to "bother" her parents reasoning they had enough to worry about.

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Establishing and fostering a respectul relationship with both the student and the student's family will help the student in learning English as a second language.  Incorporate the different cultures represented in your classroom in your lesson plans.  Making your classroom a visual classroom is a useful tool.  Use visuals when giving direction to help make direction and classroom expectations more clear.  Another helpful tip is incorporating group work.  This gives ELL students an opportunity to practice their English in a "low-risk" setting.   

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Establishing and fostering a respectul relationship with both the student and the student's family will help the student in learning English as a second language.  Incorporate the different cultures represented in your classroom in your lesson plans.  Making your classroom a visual classroom is a useful tool.  Use visuals when giving direction to help make direction and classroom expectations more clear.  Another helpful tip is incorporating group work.  This gives ELL students an opportunity to practice their English in a "low-risk" setting.   

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One variable that I found important that has not yet been mentioned is location/resources.  None of the three children came to the US under positive circumstances. (They all had outside traumas to deal with.)  So, their families could not move to the most ideal areas for their children, at least initially.  Mony started at a large school which made it difficult for her to get the attention and care she needed.  When she changed schools, she was able to flourish.  Farrah, along with the members of her family, although safe in Dallas from the threat of war in, nevertheless feel marginalized and limited there.  They long the for large community of Iraqi people in Chicago.  Osman, on the other hand, while lucky to be living in Minneapolis among a large population of Somali, has to adjust to an extremely different climate in Minnesota.  Each of these students has to adapt based on their location.

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The type and amount of formal education these students had prior to their move to America can be a huge help. Farrah had been attending a good school. She was near grade level when she entered school. She had also been participating in some private English lessons before hand. This put her far ahead of any student whose education in their homeland was disjointed or lacked any English component. Mony's advantage was her age. The younger a child enters school the less content they have to catch up on while simultaneously learning a new language. She will become fluent earlier in life, and this will benefit her greatly as she moves through each subsequent grade level. Specific support from teachers is valuable. Mony's teacher misjudged her progression throughout class. However, she did pay close attention to Mony and lend support where she could. Later on when the teacher visited Mony, she found she had advanced quickly in her English.

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For Farrah and Osman, the most important factor that can help them is their own intrinsic motivation to succeed.  Both are old enough to be aware of their biggest obstacles.  While their families may not be able to help them reach their academic goals to the same degree as they would like, they do seem available and supportive.  Of the three examples, I worry most about Osman, because not only is he is the most limited academically, it sounds like he is in stage 1 of Culture Shock, which means that his motivation is linked to an initial excitement that will likely wear off or at least decrease significantly for a time.
I think Mony's advantage is that she is so young and therefore less aware of her challenges and limitations compared to other students at her level.  I'm not an expert on early childhood development, but from what I remember, Mony might be aware of some differences, but she is less likely to let that inform her performance later on, i.e. she will not internalize a failure or give up because of an emotional reaction to that failure.

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I'm glad to see that there are free classes around town, but I would be hesitant to recommend my students and their families to any programs run by a church, not only because I am a government employee, but also because the three students from the case studies are not Christian.  I would not want their experience learning English to be affected by a non-secular agenda.  For students who are Christian, I think this could be a great idea, but I would still be unsure how or if I could recommend services from a religious organization as a public employee.

I know there is an organization called BRIDGE in Knoxville https://www.bridgerefugees.org/ which operates to help establish refugees in the community.  They also have a program that focuses specifically on academic integration and ESL (some classes in partnership with a church mentioned above).  There are also programs available to help train teachers.
Therapy outside of school may be necessary as well, especially if they are dealing with traumat.  Even with the language barrier, kids like Mony could possibly address their trauma using tools like art therapy, group therapy or therapy with the help of an interpreter.  Cherokee Health Systems in Knox County https://www.cherokeehealth.com/ has free/ affordable healthcare based on a sliding scale of income.

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Fortunately, there a large number of ESL resources both online and in person for students and families in the greater Knoxville area. A great website that also has a wonderful app is DuoLingo. It is completely free and easy to use. I have used it in the past. Lessons are taken as games to keep learning fun. Another online resource is takelessons.com. This website is not free, however, it does provide convenient help, and is typically priced lower than local lessons. The site allows you to choose a teacher choose a teacher and implement specific goals. Local free resources include many churches. Laurel Church of Christ holds a free ESL class that even takes field trips to practice daily skills in their natural environment, such as grocery stores and restaurants. Of course recommending students go to a church is not ideal. The information could be given in an exhaustive list so as not to seem religion is at all the reason for a recommendation. I would much sooner point children to DuoLingo or another secular lesson source than any class a church gives. Kin-Connect.org provides many local class options Pond Gap Elementary offers a free program. There is also a free class at Everett School in Maryville specializing in intermediate to advanced ESL. Knoxville also has beginning to advanced ESL that caters specifically to Muslim students and families at the Muslim Community of Knoxville. This would be a safe recommendation for Farrah and Osmond. They would feel more culturally comfortable and would be able to make meaningful connections while they adjust to their new surroundings.

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In specific regards to Mony, I believe she was negatively affected by her transition to the United States. She was thrown into a new environment with very few people who were similar to her and very few people to offer her help with the transition. It is easy to see how the entire situation can be overwhelming and cause her react in a stand-off manner. In specific regards to Farrah, I believe she was negatively affected by her parents' stress and her teacher's uncertainty. Since she was old enough to understand her parents' stress, Farrah carried this worry around with her making it hard to settle down and adjust. Also, since her teacher was uncertain about how to work with students like her, Farrah was probably not receiving the proper intervention/assistance she needed. In specific regards to Osman, I believe he was negatively impacted by previous trauma and lack of experience with school. Having experienced violence in his home country and horrible conditions in the refugee camp, it is easy to see how adjusting to such a drastically different environment can be difficult. Also, his lack of experience with school put him far behind making it even more difficult to learn and catch up.

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In Mony's case, her parents spoke no English. Since Mony was very young, this made it more difficult for her socially. Mony was also in a school where their were a lot of other immigrant children and so this means she would get overlooked at times. Because of her teachers not noticing her, she did not do well in school until she transferred schools.
Farrah had a different story. She came from a family that knew English enough to get by in the United States. However, it was hard for her parents to find jobs which became stressful for Farrah. This
resulted in her lacking in school.
Osman came into the United States with very little education experience. In his previous country, Kenya, his family was so poor that education was not a priority. He was also older which meant he had very little time to learn English before he was supposed to graduate.

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In Mony's case, she had a teacher, Katie that noticed her and knew she had a potential. However, Katie noticed her to late. Educating Mony's parents about English and the importance of school may benefit Mony. Also assisting her one on one with a teacher would also be helpful.
For Farrah, she was mostly struggling with stressful situations with her parents. She was a smart student that had the potential to excel. As a teacher, I would try to keep Farrah's head on straight. Maybe even try to find her family some help so she did not have to carry a burden. Since Farrah is the only child out of the three that knows English and has great academic background, she should have the bet school performance.
Osman is so far behind in education in general. For his interest, learning English is the number one priority. Then catching him up academically.

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In specific regards to Mony, I believe the biggest advantage is her young age. While her struggles are clearly evident, her young age allows ample time to learn, adjust, and develop. With this ample time, it is likely that her school performance will improve as well as other factors. In specific regards to Farrah, I believe the biggest advantage is her previous school experience. Since she previously attended a good school, she most likely understands the environment. Not having to worry about adjusting to the new environment of a school could possibly help improve her school performance. In specific regards to Osman, I believe the biggest advantage is his ability to learn English. Learning some English during his first year demonstrates that he is capable of picking up the language. Since he is having to learn the individual subject areas at the same time he is learning English, his ability to pick up the language is going to be crucial to improving his school performance.

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Duolingo is an app and website that students can get on and practice vocabulary, speaking, and language skills that are ESL students. At the end of the lesson they are given a test to show them where they are at and what they need to work on next. Another app and website for ESL students is Fun English. With this app, students can practice on pronunciation, spelling, and vocabulary. It also included interactive games that gets the children excited to learn. In Knoxville there are many free English learner classes. These classes are beneficial for both the students and parents. Many churches hold these classes. An example is Tabernacle Baptist Church. Here they learn language and basic life skills. The cost is free and they also provide childcare.

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In each of the three case studies there were several variables that I believe negatively affected the children. First, in regard to Mony, one of the biggest factors was the language barrier. As Mony had very few peers that spoke her language, she was unable to communicate. In addition, due to the large amount of stress and difficulties her parents faced, they did not help Mony with language acquisition, as they too did not know English. Another factor that negatively affected Mony was the cultural barrier. Due to Mony's discomfort, when she received too much attention from other students, she reacted by sticking her tongue out. The other students saw this as rude and this behavior had the potential to get Mony in trouble. Next, in regard to Farrah, the biggest variable that negatively affects her is the language barrier. While she is a very bright girl, due to her struggles with English, she is unable to "keep up" in school. Lastly, in regard to Osman, he has experienced much trauma due to his father's death and violence in his home country. He is facing many struggles. For example, he does not know English, he is not familiar with skills valued in school, and faces a serious cultural barrier. Overall, the common factors between all three children seem to be a language and cultural barrier.

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The first thing teachers can do is make their ESL students feel comfortable in the classroom. This can be done by not pushing them over their limits and letting them open up on their own. Teachers can also pair their students up in a group with other students that will help them. Making them feel secure with other students will also help them learn. Teachers can also look for things that are similar in their culture and similar in our culture. They can do this by adding books to the classroom library that represent their culture. Lastly, the teacher needs to show this student attention and support in their academics. Tutoring is also a great way to catch the student up academically.

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Teachers should take the time to model for ESL students each step of a new skill. This will create pathways for the students as they follow each step that has been demonstrated. It also helps to know what is expected of the finished product. Another key aspect of effective teaching for ESL students includes checking for understanding often. It is important that when asking if everyone understands the teacher makes it clear that it is okay if they do not. Teachers will not review a concept if they think all students already understand. Students should also be allowed to speak in their native language. Students who are allowed to do so feel more free in their learning environment and are more likely to grow. If a student cannot speak in their own language they may not feel confident and this reflects poorly on all aspects of learning. Respect for ESL students fosters better learning and understanding of their specific needs. Teachers should remember even two Spanish speakers from the same country will have had very different life experiences and challenges. We are all individuals.

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One app that I found interesting during my Web search was FluentU. Rather than instructional videos, this app uses real-world videos as a means of teaching English. For example, students can watch popular music videos or cartoons that are captioned in English. Additionally, students can click on any word within the captions and be provided with a definition. I found particular interest in this app because of the real-world approach that it takes. Students can learn English as it is spoken in the real-world rather than just through instructional information. On the other hand, one local resource I found for students in Knox County was ESL classes held at Cedar Springs Presbyterian Church. These classes are held during the week, are open to a variety of people, and will help improve language skills. More information can be found at http://www.cspc.net/esl

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In the realms of protective factors, the three students had specifics that may aid in successful school performance. First, Mony is said to have exceptional artistic ability. This could help her school performance because it may give her confidence which could translate to motivation to learn. In addition, she is still very young. Therefore, it will be easier for her to learn both the English language and culture. Next, in regard to Farrah, her intelligence may help her school performance. Due to her ability to learn and readily apply knowledge, the negative aspects of her circumstances may be minimized. Lastly, Osman, who seems to be facing the most struggles, has two factors that may aid in his success. First, is his experience, while he does not have formal schooling experience, his knowledge in other areas may help him succeed. In addition, he is very determined to learn. His determination may serve as a driving force to help him overcome the many challenges ahead of him.

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After reading all three of the case studies there were many variables that stood out to me that negatively affected the children. Beginning with Mony, who struggled with language which made it hard communicating with others and making friends. It was hard for Mony's parent to help her build in the English language because they too did not understand how to communicate to others which made it overwhelming for them. The teacher's however wanted the best for Mony and tried to help her succeed in her. Mony sometimes felt overwhelmed because of all the help she was getting from her teachers and peers which caused her to act out negatively towards them.
However, Farrah and her family spoke the English language but her parents struggled with getting jobs. This resulted in Farrah not doing well in school because she was worried about her parents not getting a job and providing for her.
Lastly, Osman experienced trauma in his life due to his father's death and violence in his home country. He struggled with this by not doing well in school and did not adjust well to his new area.

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As a French teacher, working with ESL students might be less of an adjustment than for other content areas.  However, there are still major issues to keep in mind.  Farrah mentioned feeling like she learned more Spanish than English in her ESL classes.  This is because most of the other students were probably Hispanic and therefore lessons were targeted toward students with the same L1.  This will be my issue as well.   I will have to pay attention to using English cues or other cultural examples specific to students with American or Tennessean or even East Tennessean backgrounds.
Having an ESL student in the FL classroom could be beneficial in that it could open other students eyes to the daily struggle of the ESL student and hopefully make them more sympathetic to and involved with the ESL students. Additionally, an FL (along with math) classroom would be one content area where the two groups (ELL and non-ELL) would be on a relatively equal playing field, provided that I do my job and avoid teaching French for English speakers specifically.

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When working with ESL students, teachers should make an effort to model expectations rather than simply stating them. By modeling what is expected from students, teachers can increase their confidence and ability to do so. Also, teachers should use external cues to communicate with students. This can include visuals, gestures, or written material. Whatever it is, it will help form connections with what you are trying to communicate. Finally, teachers should not banish use of native languages when working with ESL students. If you banish use of native languages, you are creating an environment where students will not feel safe and welcome. If the students do not feel safe and welcome, they are less likely to form relationships and engage in rich and meaningful learning.

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Mony is a young girl which will allow her more time to learn the English language and be more confident when speaking it. However, her parents could have an effect on this because they did not learn English early on. It is now in the schools hands to help Mony be successful in this area.
In regards to Farrah, I think it is beneficial to her that she went to a good school before which allowed her to learn new things and be successful in some areas.
Osman, who struggles the most in my opinion, will be successful in particular areas because he is motivated to learn new skills. He is able to pick up skills and learn new things as long as he has the motivation of wanting to learn.

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After browsing the web to see what resources are available for ELL students in the Knoxville community, I was pleased to see that there are several ways to set these students up for success. First, Hope Initiative/Hope Central are two unique programs that help with both academic and life skills. Such a program could be of use because it could help these children become educated on multiple levels. In addition, there are two apps, Duolingo and FluentU, that help individuals learn English through videos and live instruction. These apps are useful because they help individuals learn English in context. While these apps are extremely useful, some may prefer learning in person. Luckily, several churches in Knoxville offer free English language learning classes. These could be of use to those who are facing financial strain. Lastly, I found a link to interactive language learning that I thought looked very helpful: https://researchguides.library.wisc.edu/c.php?g=177873&p=1169756.

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First, I want to share a link that I found very helpful for providing information on working with ESL students: https://www.scholastic.com/teachers/blog-posts/amanda-nehring/15-tips-working-english-language-learners/.
I want to elaborate upon several of these points. The point that stood out to me the most is about creating a safe learning environment. It is near impossible for children to learn when they feel unsafe or uncomfortable, as their safety becomes their sole focus. Therefore, if a teacher is able to create an environment where the child feels welcome and at home, then he or she is more likely to achieve success. In addition, I liked how this site mentioned integrating the student's language and culture into their learning. Thus, they are not completely "giving up" their past and have some familiarity. Lastly, it is important to be clear with expectations and communication and involve the student's parents.

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After researching the web I found several things that you can go online for or there are places you can go to and learn from actual instructors in person. The website I found online is Duolingo which is an app you can download that helps you with your language learning skills. You can look at any language and it gives you a variety of ways to see how to use the language correctly. Once you get through the lesson, you can take a test that will grade you on what you learned.

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A few of the negative impacts affecting Mony included the lack of children in her class who could speak her language, her parents' inability to assist her in learning English due to their commitment to find work, and the large classroom setting in which she was initially placed.
Farrah's parents, like Mony's, do not have time to assist her with learning English and her homework assignments due to their stress of providing for the family. Due to Farrah's age, she understands the financial stress her parents are under, which creates added anxiety along with her language barrier.
Finally, Osman spent time in a refugee camp where the emphasis on academics was minimal in comparison to the basic survival needs such as food and water. Entering his first formal school setting at age 12 sets Osman back dramatically, however, he is still expected by U.S. standards to learn the language and the content to pass a standardized exam in one year's time.

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I think the most important thing as a teacher is to be accepting and always make the children feel welcomed into the classroom no matter what they may be struggling in. As a teacher when working with ESL students it is important to make sure they understand what is being taught and to not move on until they understand the concepts. Doing hands on things to help the children learn is a good way to interact and show the children in more detail what you are explaining. Children should also be allowed to talk in the language they are most comfortable with because that will make them feel like they are accepted in the classroom no matter what language they may speak.

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Mony's transfer to a new and smaller school has already helped her to come out of her shell. This continuation of a small classroom and encouraging Mony to express herself and communicate through art may enhance her confidence and performance in school.
Farrah's school performance can be enhanced by establishing strong relationships with children who share similar backgrounds to herself. Farrah's dedication to her studies may also help her to succeed academically.
Like Farrah, Osman tries exceptionally hard to succeed academically and was quite successful in his first year. Another item that can enhance his support and success in the United States is the surrounding refugee population. Finding friendship among the refugee population may help Osman feel less isolated and more encouraged.

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One of the resources I found on the Knox County School website is an app called TalkingPoints. This app is created for teachers and allows them to communicate with a child's family in their native language. TalkingPoints takes the teacher's English comments and can translate it into more than 20 languages. This is an impressive resource that will break down the communication barrier between teachers and their student's families. Cedar Springs Presbyterian Church also offers free English language classes to students along with International small groups that will allow students to foster community with children of similar backgrounds. Finally, Fulton High School had an international potluck dinner that allowed students to bring a dish that represented their culture and allowed them to initiate with other international students and their families.

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One variable that particularly stood out was students not being able to communicate with the teacher but also the teacher not being able to articulate what they were looking for exactly. I know personally it is frustrating when you are trying to explain something from your point of view but others do not understand your image. Being a student and not understanding your teacher, assignments and other students would be a very frustrating experience. I think another variable that stood out as negatively affecting children was the impact of their parents. Once again the language aspect. If the parents cant communicate with the teacher as to how to better aid in their students learning or even speak english to help them learn it better than it can potentially impact the students work in the classroom since many other students parents are working with them outside of school. For Mony her lack of communication to her teacher and other students around her made her teacher only see one aspect of education she was thriving in, which was art instead of allowing her to succeed in english.

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One of the most helpful articles I found, "The Do's and Don'ts for Teaching English-Language Learners," expressed several ways in which teachers can assist ESL students (Ferlazzo, 2016). One of the "do's" Ferlazzo (2016) states is to constantly ensure that these students are on the same page and understand what the teacher is presenting by continuously checking in on them. In contrast, one of Ferlazzo's (2016) "don't" points is to never fully depend on a textbook or lecture to teach ESL students. An array of visual representations and constant communication are essential in enhancing the success of my future ESL students.
https://www.edutopia.org/blog/esl-ell-tips-ferlazzo-sypnieski

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The variables that stood out to me that negatively affected the children were aspects such as language barriers, parents not having jobs, struggling to adjust to the new culture, and the feeling of not fitting in well. For example, Farrah knows some English but still struggles to do well despite the amount of studying she does. She knows that are parents are worried and stressed due to financial burdens and their lack of job opportunities that match their skills. They are struggling to make ends meet, and Farrah knows that they are stressed themselves and too impatient to help her so she struggles independently for the most part since her younger brother is doing a lot better and fitting in more. Mony came to the United States from a refugee camp in Thailand and was at first in a large school setting where her teacher tried her best to help her, but Mony was very quiet and misunderstood. She really only wanted to talk to the other Cambodian student and kept to herself otherwise. When she transferred to a smaller school environment, she did much better. This teaches us as future teachers that things may not always be as they seem on the surface. Mony was very good at English and did well and took a lot of it in despite the fact that she appeared as if she didn't know/understand her new language. Osman had to deal with violence in his home country and the tragedy of his father being killed. Him and his family spent most of their time in Somalia just trying to stay alive, so he did not have a formal education and was experiencing culture shock when he came to the United States. He not only had to adjust to the new culture and climate, he had to adjust to the schooling system and learn English which made it overall very difficult for him to set himself up to succeed.

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I think there are many factors that help students perform better in school but i think a huge one is their parents. Before I had talked about parents and how they can be a hinderance to their child's academic career but Farrah's parents for example spoke english and they put her in private lessons so she could understand the language. They set Farrah up for success and were actively advancing her abilit. In some cases i also think that experiences outside of the classroom can impact their actions in the classroom. Yes, they can often introduce difficulties but in some students those hard experiences and situations outside of school can motivate them to work harder so they can shape the life they have.

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Regarding Farrah, I think her circumstances of being relatively independent (since her parents don't realize her struggles) helps her academically because she is determined and studies hard and often. Starting to work hard at a young age will benefit her in the future when academics continue to become more difficult. Mony's "silent period" helped her to grow even though her teacher misunderstood her and thought she wasn't proficient in English. She transferred to a larger school setting which made a big difference for her and her previous teacher continued to visit her and noticed that she was very proficient in English, which will be a good skill for Mony to have so that she can succeed in school. She now will not have to worry about knowing her second language and she can focus on the schoolwork aspect. Osman's situation is a struggle for him and not a lot of aspects of the new culture and world are in his favor,  but it will give him determination and the will to succeed in a new and unfamiliar environment.

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In the reading we saw that Farrah's parents were finding it difficult to keep or find a job. One resource i found was for adults. The Knox County Pubic Library hold adult education sessions that give them resources for the GED, english language, adult literacy and job skills. This is not exactly a resource or a program but the church i go to often does family dinners and family programming at the their elementary school that helps parents learn to get involved in their students lives but also gives them a free meal, since many families can struggle to make ends meet.

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After searching the Web and looking for resources that will help ELL, I found Cedar Springs Presbyterian Church right here in Knoxville. They provide free English classes for English language learners that entail an advanced grammar and culture class, reading/writing, and a conversational English class. There are also various tutoring services available throughout our area that ELL can take advantage of. Additionally, I found an English Language Institute here in Knoxville through UT that helps students to improve their English and become proficient in the language. Duolingo is a great app that has hands on activities with audio that can help students learn a new language and take learning a new language step by step. FluentU is an app teachers can use to introduce students to the American culture through videos and provides definitions of words in the videos as needed. The videos also include interactive activities and tests student's knowledge of English. There are many apps out there to help English language learners succeed and improve their English.

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As a teacher i think its easy to try and explain things in the simplest term or only explain verbally. One think i found that stood out to meet was using visual aid. An example that was used is if a child is having difficulty understanding the difference between "He danced at the party" and "He was dancing at the party" use a visual aid to truly show them the difference. Draw a picture or a timeline, addressing the past and the perfect tenses. I think you could use music to help those students. Have them listen to a song they know in spanish and then have them listen to it in english. They will be able to cross compare the words.

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As mentioned previously, Duolingo is a great app that teachers can use to help their students. When lessons end, the app tests students on what they learned and it shows the students what they did well on and what they are struggling with. This is a great tool for teachers because it can help them see where their different students are at and everyone can work at their own pace. Regarding tips and ways teachers can best help ELL students, it is important to create an environment where students are comfortable in learning a new language. It is important to communicate to students what you want them to accomplish and to incorporate their native language into lessons as much as possible. Visuals really help ELL students to match vocabulary words to pictures and videos and helps them to integrate these new words into their memories. It is essential that students feel comfortable in an ESL classroom and aren't scared or anxious to make mistakes.

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Obviously, the fact that each student did not know the English language very well and that each was coming from cultures much different than the ones they found themselves in are variables that affected these students negatively. The most negative aspect to these cases seems to be the lack of parental support. Farrah was a smart student who seemed to enjoy studying, but her parents were dealing with economic issues and stress that trickled down to Farrah. Osman and Mony also found little help at home because their families did not speak English and were learning the new environment themselves. Additionally, Osman had lost his father and had very little understanding of formal education. Mony, on the other hand, seemed to be "misdiagnosed" as someone with a learning disability rather than someone who was simply in the first stage of learning a new language. It seems Mony only needed a few accommodations, like a smaller class size and perhaps a bit more time to finish learning exercises.

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Each student has qualities and characteristics that can aid them in their educational pursuits and performance. Farrah had already been blessed to receive some education in the English language and had the opportunity to receive private education in her home country. Mony seemed to be very smart and was learning English, just at her own pace. Being moved to a smaller school, with smaller class sizes, and perhaps a better teacher to student ratio allowed Mony to develop her creativity (as seen in her artwork) and start working towards sharing that creativity by means of language and communication. Osman, though perhaps with the hardest hurdles, has a background of having to be "tough" and knowing how to "persevere." Such mental strength and fortitude can be used and harnessed by teachers in a way that can lead Osman to higher achievement. Teachers can lead and direct Osman's strengths towards making valuable strides towards learning English and content specific materials.

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There are many English language classes being taught in the Knoxville, TN area. Many churches and non-profit organizations offer classes either at their locally-owned properties or at local schools or public libraries. Kin-Connect.org offers a wide variety of places that offer free lessons. The Knox County Public Library offers a website for English language learners. One can find practice tests, study guides, job search and workplace skills improvement sources, and computer skills courses.

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I noticed that the previous environments played a huge part in whether or not the child found success in the US. Osman struggled greatly because he was unable to attend any kind of formal schooling, so he had to learn many new skills and concept while learning a new language. Osman and Farrah also had lingering effects from their violent past environments. Farrah would have nightmares that usually stemmed from the violence she witness in Iraq, and Osman experienced a great deal of culture shock when moving. The amount of support that was offered to Mony, Farrah, and Osman also negatively impacted their schooling experiences. None of the teachers really knew how to interact with or help them because of the language and/or cultural barrier. These children also lacked support from their parents, and parental involvement can be very beneficial in a child's academic success. These parents were focusing on obtaining jobs and establishing a new life instead of helping their children with their school work.

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The presence of other ELL children in the classroom seemed to help them, Mony especially. She could speak to them in a language she understand and could relate to them. Children learn best when they are comfortable in their environment, so a presence of someone who speaks their same language or is from their same culture is very beneficial. Farrah and Osman were both very aware of the challenges that they were facing, and this awareness can motivate the children to try and overcome these challenges and be successful.

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The Knox County Schools website offers a wide range of services for families and students. There are many recommended websites that can help the children and families learn how to communicate, and these websites are translated in whatever language the family may need. There are also several churches throughout Knoxville that provide English classes (http://www.kin-connect.org/english-classes). These classes would provide extra support to the child as they are trying to learn this new language. There are also life skills classes offered that would help children adapt to this new culture and environment.

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According to the video, Becoming A Culturally Responsible Teacher, teachers should be personally inviting, (i.e., develop relationships with their students). When students trust and feel comfortable with the teacher, the more receptive to instruction (and correction) the student should be. Classroom environment should be welcoming and conducive to sharing knowledge (as opposed to being "preachy"). One teacher included the students in on classroom rules discussions. This allowed students to have input and feel that their thoughts and concerns were respected and important in that environment.

With respect to Mony, in our case study, simply making accommodations to aid in her learning process made a big difference in her progress.

Edutopia offers some good "Do's and Don'ts For Teaching English Language Learners." "Do's" include modeling, using visual aids, encouraging further study in the student's home language, and regularly checking for understanding.

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The Knox County Schools website also offers various websites that teachers can visit to learn more about how to help their ESL students, similar to how they offer support for children and families as well. I also found that EF English First offers ESL teacher development programs for their employees if they need it. It would give teachers a better idea of what they should be doing as ESL teachers, and it also provides a resource for teachers who may not know how to handle an ESL class/students. I definitely think that more schools, businesses, etc. should adapt programs like this, so teachers feel supported and also have a great resource where they can improve the ESL practice. 

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The Knox County Schools website also offers various websites that teachers can visit to learn more about how to help their ESL students, similar to how they offer support for children and families as well. I also found that EF English First offers ESL teacher development programs for their employees if they need it. It would give teachers a better idea of what they should be doing as ESL teachers, and it also provides a resource for teachers who may not know how to handle an ESL class/students. I definitely think that more schools, businesses, etc. should adapt programs like this, so teachers feel supported and also have a great resource where they can improve the ESL practice. 

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What stood out to me the most was the situations that the children were coming from. These kids had experienced traumatizing events, such as extreme poverty and escaping a war and they spent time in refugee camps. This, combined with the culture shock of moving to a big city can cause great problems for the children. It also seemed that the children couldn’t process what they were going through because they had so many other pressures and their parents were preoccupied with finding jobs and a new home. Another variable was the difference in schooling, especially for Osman. Prior to living in the U.S., he never had formal schooling and he was suddenly expected to jump into middle school courses. A third variable was that, aside from Katie, the teachers had little ability to help the students.

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In Farrah’s case, the fact that she had received formal education in Iraq is a big help because she has a much better idea of how to function well in a school setting. I also think her parents will be a great resource because they are well educated, but I think they are just worried about jobs and finances that they cannot be much help to Farrah at the time. In Mony’s case, it was great to see that Katie continued to work with her because Mony was more than capable of learning the material, but she just went at a different pace. I think for all the students it does help to have other students in similar situations. They had other kids in their ESL classes and others they could speak to.

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One website that is good for learning English is Babbel. It helps you learn new vocabulary and you can take practice quizzes. A drawback is that you have to pay monthly to use it. A useful app is FluentU and it’s a free app where you can watch videos to practice another language.

In Knox County, the school system has an English Language Learners Department and offers ESL classes for its students in grades K-12. The program offers opportunities to non-native English speakers who have come from refugee camps, have been adopted or have just moved from another country. Another program in the Knoxville area is the KIN program that offers English courses for adults.

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In the students’ cases, the teachers had a hard time figuring out how to really help them through their extremely challenging adjustment period. Scholastic.com talks about various ways to help ESL students. One of the ways is to cultivate a sense of belonging. Farrah experienced racist remarks from students and Osman religious practices were different from the ones in the U.S. That sense of belonging can be crucial to a student because it makes them safe and wanted, and, as refugees, that is something they need and deserve. The site also mentions making sure the students understand key school words, such as nurse, bathroom and reading. If the students don’t have to worry about the basics, it may help them focus on learning the material in class. Perhaps the most beneficial one is showcasing their successes. Mony was a great artist and praising her abilities could really help improve her self-esteem and motivate her to participate more in class. Also, these kids have gone through a lot in the case studies and seeing that they are doing well and receiving that positive feedback could be invaluable.

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The main variable that stood out to me was the influence of each of the children's outside environment and circumstances. Each child is carrying around a lot of things that some children do not have to deal with. The children are trying to not only learn a brand new, difficult language, but they are also trying to learn the culture as well. Mony's parents were of no help to her learning English because they had struggles of their own as well. This lack of help and support can be very overwhelming and discouraging to a child during this time. Farrah was upset that her younger brother was learning English at a much faster rate than she was, which can also be very discouraging. It is important as teachers to take into account all of these other variables that affect the child's academic performance.

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I think Mony's age has a huge impact on her school performance. Since she is still fairly young, she has a fairly larger window of time to learn a new language. Also, Mony's artistic ability will help her. Mony and her teachers can use this ability and passion to help her communicate and express her words and ideas through art. Farrah's previous school background and lessons in English will help her a lot as she transitions. Even though she stills struggles, her background knowledge will help her. Osman's drive will be a big advantage to him. He seems to be very willing to learn as much as he can even when having to face the difficulties ahead of him.

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When researching, I found many apps and resources readily available to Duolingo

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The main variable that I noticed affecting the students was the adjustment of life in a new culture. No matter what student it was or where they seemed to come from it seemed incredibly difficult to leave an entire life in one culture behind and then have a sudden adjustment in every area of your life to a new culture. It is obviously hard enough to try and keep up in courses where the information isn't even coming in your native language, but so much of learning is modeling and social interaction that you are missing a vital part of your education when you cannot effectively communicate with peers and your home life is so filled with stress that your parents can't fulfill that need either.

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When researching, I found many apps and resources readily available to ELL. One app is Duolingo. It is a free app that offers grammar and vocabulary lessons through quizzes and interactive games. I think this would be great for children because it would make the learning somewhat more enjoyable. Livemocha is a website that I found really interesting. It offers lessons on speaking and reading, but it also offers the option to speak with a real English speaker. This is awesome because it allows people to actually speak with someone, not a recording. It makes the learning process more real. As far as local resources go, Cedar Springs Church in West Knoxville offers a course that is free to the public. Also, the English Language Institute offers free courses for families. I think the biggest resource is support in general. It is so important to have support and encouragement in anything you do, especially something like learning a new language and a new culture.

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I think that these students could all be successful in school based on their own drive. Each of these three students was passionate in one area or another. Mony is the one student that you would need to give the most direction because she is so young, but that may help her in the long run as the adjustment to a new culture may be the fastest and easiest for her. Osman and Farrah however both have the desire to learn and succeed in their new school and life. This self driven desire will push them further into success than any teacher could.

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The main thing I would do is to establish a trusting, caring relationship with not only the child, but the child's family as well. It is important for the child and the family to trust you as a teacher as they enter and travel on this journey. I would also incorporate their native culture and other cultures into my classroom, so the child will feel like a part of the classroom community just as much as the other students do. It is really important that the child feels comfortable where they are learning. Pictures would also help the children understand basic words such as bathroom, water fountain, and other areas in the classroom. Taking in the areas that each child is skilled in will also help them succeed. As a teacher, I would incorporate Mony's artistic ability, Farrah's background knowledge in a school setting, and Osman's intrinsic motivation will be of great value to them.

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In my research I found several ESL classes and resources in our area. I found several credible tutors and courses but those may be too expensive for examples like the ones in the case study. The average for a private tutor seemed to be around $35- $40 an hour. Several churches in this area offer free ESL classes and while those could be very helpful I may feel a little un easy recommending a student to go to one of those.

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Teachers can do many things to help mainstream an ESL student into the classroom. I think the most important thing to do is make your classroom and personality a warm and welcoming one. Create an environment where all students feel comfortable and okay asking for help. A few things that you can incorporate to your lessons would be making your lessons more visual, having more group work, respect the silent period, and talk with ESL specific teachers and resources. Making your lessons more visual is helpful because ESL students struggle with spoken language so using visuals whenever you can gives their minds a "hook" to put words on. Assigning more group work gives ESL students the opportunity to speak with other students one on one and learn a more casual form of language. Many ESL students have a period of time known as the silent period where they will not speak, this should be respected and they should never be forced to speak. This is a very normal stage as students want the words they choose to say to be perfect. And you should always talk with an ESL specialist and dive into ESL resources to make your self more knowledgeable and helpful to your students.

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From what I'm seeing, the biggest factor that can affect these students in a positive way is having a positive and supportive environment to learn. Environment can also be broken down into two other factors that help students. The first is being born in the United States. Eugina benefited from being born in the United States. She is already in an environment where English is predominently spoken. Therefore, she is constantly hearing it and picking it up from the environment. Thus when she starts learning English from her teacher, it'll be easier to learn. The second factor is parent and teacher involvement. Having parents involved and being supportive of their child's education will ultimately help the student learn. And if the parents are not comfortable in their English abilities and they learn alongside the child, it adds as motivation for the child because their parents are learning too. This is evident in both the Eugina and Mony case studies. Because Mony's parents were not involved in her English learning, she had trouble in the large school setting. However, Eugina's parents were involved and she was encouraged to learn English moreso  than Mony. Every student presented that had a positive support from their parents. This worked for Sharma just as well as Eugina. However, parent involvement isn't enough. Involvement from the teacher is also essential. Mony's first teacher wasn't invested in her as a person so she also didn't feel as comfortable learning English. When she went to her new school where the classroom was smaller, she had much more success because the teacher was able to connect with her better. The same is true with Eugina. The teacher took the time to get to know her and her family and reach out to them about her learning experience. Salvador's family and some of his teachers had seen his as a lost cause and had no idea how to reach him. Therefore, he didn't do well and resisted. When Francisco stepped in and connected with him as a person by demanding good behavior and playing soccer with him on the playground, he was finally able to progress. You also can't have just teacher involvement. Parents need to be involved as well. In the case of Farrah, she was learning well, but had some gaps in her knowledge and was afraid to ask her parents because she didn't want to stress them out.

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Like my answer to the previous question, environment is the biggest factor that can contribute negatively to a child's education. If they weren't born in the United States, much like Mony, Osmand, and Toa, they found themselves in cultures that are vastly different from theirs and didn't make friends easily because of some instances of racism of the other students, immaturity, or simply a language barrier. Without a supportive environment, it made it much harder for the student to learn and for the teacher to teach them. They also need parental and teacher support. Farrah couldn't learn to the best of her ability because she didn't want to stress her parents more by asking for help. In Salvador's case, his mother had essentially given up and the teacher's didn't know how to help him either until Francisco came and connected with him. Mony wouldn't talk because she didn't feel comfortable in such a large setting and the teacher was focused more on teaching her the language than who she was teaching. It wasn't until Mony was in a smaller classroom at another school that she became a great English speaker because that teacher could actually invest in her as a person. All of these factors combine to set up a child for success, and if the environment is not ideal, it makes it harder for children to learn how to speak English and their primary language.

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All three of the students came into the US school as ELLs and were put behind in academics. They all had trauma that they brought with them that affected their attention and learning ability. For Farrah, she had the trauma from Iraq, the ability to understand her parents stress and the responsibility of school. Farrah was on grade level but due to her lack of knowledge in English she understood that she was missing out, which was affecting her more negatively.

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Having individualized attention would help tremendously. For example, Katie knew that she would have been more help if she would have focused more on teaching the student rather than teaching the content. Students benefit from the teacher getting to know them and making connections from their background knowledge to the content. Without the connection to the background knowledge the content that is being taught is lost to the student. Another factor to consider, would be family involvement. If the family is involved in their child's learning then the student will also be more involved in school when they have that support at home.

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As mentioned at the end of this chapter, "Factors both outside and inside school affect their academic performance" (p. 20). In these case studies, it seems many personal factors have created difficulty in transitioning to a new school. To begin with, all of these children come from a unique culture that is very different from Western culture. For Osman, his family needed to learn new cooking methods, learn dressing habits in a colder climate, and live with modern technology. Along with learning a new language, these additional transitions can add a great deal of stress upon the child and family. Children naturally bring their personal lives into the classroom, which can make it hard to focus. Furthermore, while in school, many older children are aware of racial slurs or antagonism directed towards them. This can make the child feel alienated and alone, leading into negative belief patterns. Some other examples of negative factors include trauma and a lack of emotional or financial support.

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In my research, I came across multiple ESL resources to help. The online Educational Database provided an article with 50 different resources for students. These resources include YouTube channels such as the BBC Learning English Channel, Rachel's English, English with Jennifer, and many others. They also include websites and podcasts like the ESLPod cast and 5 Minute English. I also found multiple local venues that offer English learning classes for students of all ages including the local library and churches like Cedar Springs Presbyterian Church.

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In my research, I found KIN (Knoxville International Network) website, which has a list of the ESL classes that are available, where they take place, how much they are, the time, and for some what type of English is being taught. Many of the classes are being taught in churches or other religious places, but there are a variety that may help people to connect with each other of a specific religion. Many of the classes have beginner, intermediate, and advanced so that way people can join at any time in the course without missing out on the basic information.

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When I read the case studies, I noticed that the age in which the children began school in the United States had a large impact on their experiences. The stories of Farrah and Osman stood out to me because they had different experiences than other children, due in part, to their age. Even though Farrah arrived in the United States in the fourth grade, she was old enough to be self-conscious about the disadvantages she faces from not knowing English. Because of her age, she was also able to recognize acts of racism, which her younger brother was not. Outside of school, she also felt pressure and stress related to her family’s financial situation, which she would not have been as aware of had she been younger. Osman, who was twelve years old when he arrived in the United States is also aware of racism and knows that he is not performing at the same level of his peers. Because Farrah and Osman are older, they both struggle to learn the content of their grade levels and the English language all at once. Aside from age, other factors that negatively affected the children were the financial wellbeing of the families, and the educational backgrounds of the child themselves and their parents. Many of the children’s parents could not offer much help to them academically, because they too were struggling to learn the new culture and language. In reading the case studies, I liked that each situation was unique and it showed me that there are so many factors at play that may negatively impact the academic performance of English Language Learners.

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Teachers need to get to know each student and take time to connect with their students and know their background. It is important for students' backgrounds and identities be shown throughout the lessons and the classrooms. Having books that have characters that students can identify with raises students self-confidence. Teachers can include art that include diversity. It is also important for teachers to embrace the diversity instead of ignore it. This will make students feel connected to what is being taught and included in the class.

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These students seem to have had influential relatives and teachers that have helped in certain ways. In Eugenia's case study, her teacher forms a relationship with her parents, bridging the gap between home and family. This seems to help Eugenia because the teacher is better able to know how to intervene with Eugenia. Furthermore, because her teacher also speaks Spanish, the bilingual interactions and assignments help teach both languages. While many of the families struggled to support financially, they still supported their children and sought to provide an excellent education. This was true of Farrah, who is aware of their money concerns. This form of support can help a child strive to succeed in school. Many of the teachers in these case studies had high expectations, such as Salvador and Mony's teachers. They were greatly concerned with these children, providing extra attention and assistance when needed. With time, both children
benefited from such careful attention of the teacher, securing a trusting relationship in their life. The adults in student's lives can have great and positive impacts upon them.

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As a music teacher, there is a lot that I can do to help ESL students in my classroom and still teach my regular class so that no one falls behind. I can create a low-risk environment so that the students won't feel like they will fail if they don't know English. I can also teach music native to the culture that the children are from. This will enhance my class by teaching a wide variety of students and I can connect with the ESL students more easily by reaching out to them in this way and make them feel more welcome in my class. I will need to reduce, or eliminate if possible, jargon and slang from my teaching to allow for greater chances of understanding of the material. It's also possible to teach music that has a lot of pictures that can be associated with the music. The students will be able to better understand the song if they can see a picture of a marching band while listening to a march or a flag while listening to something patriotic. There is a lot that I can do as a music educator to accommodate and the National Association for Music Educators wrote a great article on English learners in a music class at https://nafme.org/english-language-learners-in-music-class/.

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I think that Eugenia’s case study specifically showed how important the teacher’s role is in the life of an English Language Learner and their family. Eugenia had a teacher that was clearly devoted to her success and was committed to working closely with the family as well. In other classes I have learned about how important it is to build healthy, trusting relationships with students and their families. I think that when a teacher has a trusting relationship with a child and understands them and their family, they will then be able to have a clearer understanding of the child’s needs and how to meet them. As I mentioned in the discussion of negative variables, if parents are more educated and fluent in English, this may yield better performance outcomes for English Language Learners because they will be able to receive help at home as well.

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The two ELL resources I am currently familiar with are the English Language Institute and English classes provided at Tabernacle Baptist Church. The ELI provides UT students with language help and assistance in their classes. Tabernacle Baptist Church offers classes for adults to learn English as well. Many churches in the city provide similar classes and services to help refugees and immigrants acclimate. I continued researching for services geared for children and students. I discovered that Knox County Schools have an ELL department that is geared towards English language leaners and their curriculum. Regarding apps, I like using Duolingo, which offers a wide variety of languages. It can be used on the computer, which can be accessed at the local library.

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I believe it is extremely important to create a sense of belonging in the classroom. This can be done through diverse books and materials, class curriculum based on class cultures, and group activities that allow the children to interact with one another. With secure and trusting relationships in the classroom, all children will feel more able and confident in their academic abilities. Moreover, it is important for teachers to have bonds with the children's families as well. I found this to be evident in Eugenia's case study. Her parents and teacher worked collaboratively to help improve Eugenia's education. Many online resources and teaching forums give advice to help ELL students. I had never heard of Edutopia before this class, so I researched through this website to see any advice. In an article called "Do’s & Don’ts for Teaching English-Language Learners", they emphasized modeling to help ELL students. This is especially helpful with direction-giving. This article gave clear and concise advice, which I appreciate.

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On the Knox County Schools website, I found the ELL department, which has a tab labeled Websites for Students. Here they have websites like IXL Learning, The Reading Planet, Unite for Literacy, and Sheppard Software, which are all interactive websites that feature activities and games geared towards building literacy, math, and other skills of English Language Learners. I also found that the Knoxville Internationals Networks has English classes throughout Knoxville and Oak Ridge. I think that these classes may be particularly helpful for adults who are no longer in school, but are in need of learning the language. Many classes are free of charge and even supply free childcare for its members.

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I think that forming a strong and trusting relationship with the ELL students and their families is very important to their success. I think that it is important to make these students feel just as welcomed in the classroom and to help foster a sense of belonging for them.

Edutopia also developed a list of strategies to support English Language Learners: https://backend.edutopia.org/sites/default/files/resources/edutopia-finley-strategies-supporting-ell.pdf, which includes things such as speaking slower, not louder, reading and repeating written instructions, modeling new skills, using pictures, sketches, and graphic organizers, and extending test time.

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Some factors that were working against the children in these case studies were the children’s limited English proficiency; the cultural differences between the places they had been previously and their new homes in the United States; and the financial struggles that their families were experiencing. It also seemed as though the schools that the children were attending did not have great knowledge about, or programs for, English Language Learners. The children in the case studies had the disadvantage of having to be taught multiple subjects in an unfamiliar language as they were learning that new language. In Farrah and Osman’s cases, one can see the effect that the burden of financial stress in the home can have on English Language Learners. Both children felt that they could not go to their parents for much additional help in acquiring the new language because of the stress that they knew their parents were under.

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Variables that stood out to me while reviewing the case studies that were negatively affecting the children were factors they brought from their personal lives at home and also some factors that were negatively affecting them in the classroom.  For example, Salvador was disruptive at school as well as at home.  I feel like Salvador did not have much confidence in himself to do the school work or to connect with his peers.  However, his teacher tried to boost his confidence. When he moved up a grade, his new teacher stayed consistent with what the old teacher was doing for him and keeping the same structure in the classroom. Salvador improved tremendously throughout the year.  I also noticed most of the children in the case studies moved around a great deal and their family may have not been economically stable.  Factors coming from home can weigh on the shoulders of the children and affect their performance in the classroom. Another negative factor was parents not speaking the primary language the school was teaching. That made it hard on the child and teacher to relay information to the parents.  The child may not feel as comfortable asking their parents for help and it may be a problem as the child progresses through their education.

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Variables that stood out to me while reviewing the case studies that were negatively affecting the children were factors they brought from their personal lives at home and also some factors that were negatively affecting them in the classroom.  For example, Salvador was disruptive at school as well as at home.  I feel like Salvador did not have much confidence in himself to do the school work or to connect with his peers.  However, his teacher tried to boost his confidence. When he moved up a grade, his new teacher stayed consistent with what the old teacher was doing for him and keeping the same structure in the classroom. Salvador improved tremendously throughout the year.  I also noticed most of the children in the case studies moved around a great deal and their family may have not been economically stable.  Factors coming from home can weigh on the shoulders of the children and affect their performance in the classroom. Another negative factor was parents not speaking the primary language the school was teaching. That made it hard on the child and teacher to relay information to the parents.  The child may not feel as comfortable asking their parents for help and it may be a problem as the child progresses through their education.

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For Eugenia and Sharma, their parents are very supportive and think their education is important. Support from home can be a motivation for the children and that may help their school performance. Sharma is trying to fit in by adopting Western ways and her mother is encouraging her to do so. Mony and Salvador had teachers who understood how hard it is to come into a new school knowing they are not up to speed with the other kids. The teacher made them feel comfortable and did not give up on them and that boosted the students confidence. The student teacher relationship is important no matter what situation. It is important to always make the child feel comfortable and encourage them along the way.

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Each of the English Language Learners in these case studies seemed to have some factors that may help make their educational journey easier. Being a young child at the point of becoming an ELL is one of the biggest advantages that students who are learning English as a second language can have. Mony, being in her early elementary school years at the time of arriving in the United States, is at a huge advantage because of her age. She will likely be able to catch up to her peers in terms of acquiring the English language, which will make her more likely to keep up with her peers in different subjects as well. Farrah has the advantage of having parents who have an adequate grasp of the English language, who may, at some point down the line, encourage her to practice with them. Osman has the advantage of being in a city with a high Somali refugee population, which may help to make his transition easier. Osman is being exposed to several overwhelming new aspects of American society, and so having fellow Somali refugees with whom he shares a similar culture may help to make his transition easier.

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Mony: Her parents not speaking English is definitely a negative variable for her to overcome.

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Some of the problems that Mony specifically faces are that she was not receiving enough support from her school as a result of the large size. As a result of this, her teachers incorrectly identify her silence and shyness as an inability to learn. Farrah struggles because she can see the differences between herself and other students around her and she is additionally frustrated by her lack of progress in comparison. Similarly, she has a similar background with Osman where they have both been exposed to violence in their home countries, which would be traumatic for any child, in addition to the shock of learning a new language and culture. Although each case study exemplifies a different background with the English language, the student in each case will need additional support from their school in order to succeed, which isn't always available.

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Having someone in the classroom or even community who is able to speak the same language or has experienced the situation of these students is beneficial to their performance. For example, Mony speaks with the other Cambodian child in her class, and Farrah befriends other Muslim students. Having a teacher who recognizes the unique hurdles that these students face can be beneficial in ensuring that they receive differentiated lessons or just a little extra compassion. More specifically, Mony’s age makes it more likely that she will have an easier time learning English than if she moved later. Farrah’s brother speaking English and the presence of other Muslim students in the community will provide her with a support system.

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Some negative variables affecting the children include: parents not speaking English, coming from another country with little to no formal education, adjusting to a new culture, experiencing racism, having issues at home, being expected to learn English and content areas at the same time.

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One of the most basic things that educators and specialists can do to help English Language Learners in the classroom is to educate themselves on the process of learning a second language. Once a teacher or specialist understands the different stages of language acquisition, they will have an easier time determining where the child is in their process of learning English, as well as methods that may work best for that specific child. Another important part of helping ELLs keeping an open line of communication between the teacher and the ESL specialist in order to plan for the specific child’s needs. Another piece of advice that I found in my search is that using group work can help ELLs improve in English speaking and comprehension.

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Having some experience with the English language before coming to the U.S. would help school performance. Support from parents and teachers is also important. Osman has the determination to do well, which would be necessary considering all of the obstacles he is facing. Meanwhile, Farrah has the advantage of attending good schools before coming to the U.S. and having English lessons and is close to grade level in content areas.

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The Knox County Library has some resources for ESL learners including study guides, test preps, and computer and workplace improvement courses. Also, local churches (Cedar Springs Presbyterian) have ESL programs including conversation English classes offered for free.

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I was surprised
about the number of apps that are out there to help English Language Learners. Some of the ones that sounded really promising were Kids’ Vocab, Speak English!, and DuoLingo. Each of these apps is intended to help ELLs in their journey to being able to understand and fluently speak English. I also found that there are a number of churches in Knoxville that provide free ESL classes of varying degrees of difficulty. Knox county public libraries also carry a number of books and provide access to a number of online programs that can help ELLs.

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There is a lot of information when searching for helping ESL students in the classroom. Some of the suggestions include: supporting instructions with writing and images, using the ESL teacher as a resource, use scaffolding, understanding the “silent period” and respecting it, give the ESL student work ahead of the class to give them a head start, learn about and respect different cultural backgrounds, and foster a welcoming classroom climate for all students.

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For Knoxville specific resources, Knox County has specific resources and programs for English Language Learners to receive the accommodations they need. The Bridge offers to connect refugee families with after-school tutoring and bilingual counselors to help refugee students make an easier transition into schools. This can also be a good resource for building a community and systems of support, outside of academic needs. Additionally, Knoxville has a local mosque which holds regular “Open House” nights that would be beneficial for Muslim families looking to form community.  Online resources include websites like the International Children’s Library, which provides children’s books in multiple languages. BrainPop is another online resource that initially tests an ELL student’s understanding of English and then creates fun interactive ways for them to learn.

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While researching, I found that Knox County Schools offer different resources that help ELL students and/or community members. For example, they have a District Learning Day every year for non-native English speakers to enhance their English. Knox County Public library also offer resources to ELL's such as study guides and practice tests.  Some churches also provide classes for ELL's.  Churches such as Cedar Springs Presbyterian Church, Grace Lutheran Church Knoxville, and Fellowship Church Knoxville. 

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While researching, I found that Knox County Schools offer different resources that help ELL students and/or community members. For example, they have a District Learning Day every year for non-native English speakers to enhance their English. Knox County Public library also offer resources to ELL's such as study guides and practice tests.  Some churches also provide classes for ELL's.  Churches such as Cedar Springs Presbyterian Church, Grace Lutheran Church Knoxville, and Fellowship Church Knoxville. 

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I think one of the biggest variables that stood out was their circumstances of coming from another country with little to no knowledge of English. Because of this language barrier, they were not able to obtain all of the knowledge they needed to be successful in the classes they were in; moreover, not all of them were offered or afforded the opportunity for additional help with things they were having trouble with. Another variable was that the students all seemed to have to bear not only their own issues with trying to survive school, but the struggle of their parents to adjust to this new environment.

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I think being able to use their language to speak with other students of a common background, and getting them to help communicate some of the struggles they are having. I would also say to take advantage of all the resources that the school has to offer for those that need to learn a second language (ESL, ELL...). Whether they personally asked one of the teachers/administrators, or found the courage to ask their parents to help them get the assistance they need from the school.

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I believe the first thing is to understand the stages of Second Language Acquisition.  I would also need to keep in mind that each student goes through the stages at different rates. Communication plays a huge role when it comes to helping students and I would also need to communicate properly with the ESL teacher.  I can help the ESL students by arranging group work and making the student feel comfortable with me and his/her peers. I also think if the students speak little to no English I could make instructions more visual.

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I found quite a few resources for those that are learning English as a second language. Both Cedar Springs Presbyterian and West Park Baptist Churches offer free, weekly ESL/ELL classes. In addition to these classes, the Knox County Public Library offers a few books, websites, and databases that will help you learn the English language.