ESL 4003 Course Map by Hannah F https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5 en-us 2022-11-01 02:48:13 UTC 2026-01-23 02:00:38 UTC hello@padlet.com Unit 1 - Critical roles of teachers & Views of Teaching and Learning hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2364291821 2022-11-01 03:09:11 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2364291821 Unit 2: Performance-based learning hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2364292035 2022-11-01 03:09:24 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2364292035 Unit 3: Learner Strategies & Learner-Focused Teaching hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2364292360 2022-11-01 03:09:41 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2364292360 Unit 4: Translanguaging & Oracy Instruction that builds on the first language hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2364292574 2022-11-01 03:09:54 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2364292574 Unit 5: Grammar & Literacy instruction for English-language development hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2364292932 2022-11-01 03:10:10 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2364292932 Unit 6: Learning processes and the imaginary hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2364295912 2022-11-01 03:13:06 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2364295912 Unit 7: Funds of Knowledge & Culturally-based language teaching hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2364296122 2022-11-01 03:13:19 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2364296122 Being a Culturally Responsive Educator- Invisible Factors: Influence Approaches to Instruction hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2364302961 The invisible factors that influence a student's educational experiences. This includes but is not limited to their ethnic background, previous literacy instruction, and complexity of everyday language. Humanizing Pedagogies Video (Brooks, 2020).]]> 2022-11-01 03:19:47 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2364302961 Teaching Language Skills Across the Curriculum hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2364306906 One of the responsibilities of the role we have of being an ESL teacher is that we get to teach language skills across different curriculums. This relates to dimension 5.4 of having knowledge of academic language learning by implementing scaffolded language learning opportunities throughout all disciplines of the curriculum. This is something I can work on and apply in my clinical teaching experience and carry on as a teacher (6 Essential Strategies for Teaching English Language Learners)]]> 2022-11-01 03:23:40 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2364306906 Influence in the Classroom hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409893407 Understanding the invisible factors that each of my students carries will help me to understand how these factors can affect their learning and the experiences of my ELLs in the classroom. Knowing this will help me plan my curriculum and try to minimize those invisible factors as much as possible - Humanizing Pedagogies Video (Brooks, 2020)]]> 2022-12-06 00:00:18 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409893407 Approach to Second Language Teaching hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409895946 "Plan a curriculum in which daily lesson plans feature a variety of activities geared toward different skill levels" (Diaz-Rico, 2013, p.43)]]> 2022-12-06 00:03:24 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409895946 Related to Dimension 5.5 hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409901892 The invisible factors relate to Dimension 5.5 of having knowledge of culturally-caring practices and social-emotional development. Knowing the invisible factors of students allows you to be able to connect the students' outside lives to what you are teaching in the classroom and make learning authentic. I have done this in my clinical teaching experience by reading data, discussing with previous teachers, specialists, and communicating with the families of my students. ]]> 2022-12-06 00:11:12 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409901892 Performance Based Assessment hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409919404 “Performance-based testing procedures can be based on tasks that students are asked to do, including essays, demonstrations, computer simulations, performance events, and open-ended problem solving” (Díaz-Rico, 2013, p.77).]]> 2022-12-06 00:32:10 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409919404 Performance Based Learning - Influence to Instruction hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409925533 Performance-based learning is students learning through doing. This can look like presentations, portfolios, and projects. For example, some of the performance-based learning that I am practicing in my 4th-grade clinical teaching classroom is a project that each group has to submit. ]]> 2022-12-06 00:39:12 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409925533 Influence in the Classroom hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409929322 Ways that performance-based learning can be culturally inclusive for all learners is by letting them express themselves in their responses. Setting high expectations for the responses/actions done through this type of learning allows students to know that you still expect high-quality work but that it is safe and encouraged to use their cultures, identities, and backgrounds to help form their responses. (Díaz-Rico, 2013)]]> 2022-12-06 00:43:11 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409929322 Dimension 5.2 / Approach to Second Language Teaching hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409931228 This relates to dimension 5.2 by having knowledge of diversity of your students. When you have the knowledge of the diversity of the students in your classroom, you can implement meaningful ways to teach concepts in your classroom by including their cultures and backgrounds. ]]> 2022-12-06 00:45:07 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409931228 Approaches to Second Language Teaching hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409947103 Indirect strategies: These strategies are usually on an unconscious level meaning that they use a strategy and students may not think about it as much as they do it.

Direct strategies: Typically taught, it is a strategy that is used in a direct way. Students can reflect on the success of this strategy. 

For instance, an indirect strategy for some of my students is kinesthetic learning or visual learning rather than auditory learning. They do not think much about any of these types of learning strategies (unconscious). 

A direct language learning strategy I taught my students is a rhyme to remember when to round up or when to round down. This is something that I taught to them directly.

 (Díaz-Rico, 2013, p.103). 
]]> 2022-12-06 01:03:22 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409947103 Approaches to Instruction hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409952603
  • Teaching students learning strategies that promote self-managed learning
  • Identification of their preferred learning styles and strategies
  • Encouragement to monitor and evaluate their own learning 
  • Support for realistic time management 
    • (Diaz-Rico, 2013, p.99).
    ]]>     2022-12-06 01:09:20 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409952603     Influence in the Classroom hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409958162 Maintaining the student’s first language through journals, reading logs, and help when reading difficult passages can help strengthen their L1 which will help develop their L2. This is a learner-focused teaching strategy and it can uphold a positive experience for my students that connect to their lives from their native language to what they are learning in the classroom which connects to Dimension 5.5 of building a positive and supportive environment inside/outside of the classroom.

    (Diaz-Rico, 2013).  ]]>     2022-12-06 01:15:11 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409958162     hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409968454 "The role of the teacher is to set up situations in which students can develop their own purposes and goals for listening, acquire the English that is most useful in their daily lives, feel a sense of purpose, and engage in real communication" (Diaz-Rico, 2013, p.138)]]> 2022-12-06 01:25:21 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409968454 Approaches to Instruction hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409974282 Teachers can teach 3 different ways to listen for ELLs 
    1) Listening to Repeat
    2) Listening to Understand
    3) Listening for communication 

    The skill of oracy is vital for ELLs to participate fully in the society we live in. 

    (Diaz-Rico, 2013, p.137-140)]]>     2022-12-06 01:31:02 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409974282     Approaches to Second Language Teaching hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409981629 Teachers can work on listening comprehension skills through these 3 different categories

    1) Repeating - rhymes, songs, jingles
    2) Understanding - talks, dialogues
    3) Communicating - Simon says, twenty questions

    When I student taught in kindergarten, we worked a lot on all of these skills but especially the repeating category because that worked the best for their age group. We had rhymes and songs for everything. This helped all students in the classroom but especially ELLs comprehend material better. ]]>     2022-12-06 01:39:08 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409981629     Influence in the classroom hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409988746 Working on these listening comprehension skills can influence the skills of BICS in the classroom. Some ways that BICS can be strengthened is providing opportunities for talking, working in partners, being excited and being interested when students are speaking to you (Diaz-Rico, 2013).]]> 2022-12-06 01:46:35 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2409988746 Dimension 5.3 hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410002453 When planning and practicing listening comprehension strategies, it is important that students have prior knowledge and schema about the topic that will be talked about "Students learn best when they already know something about the subject matter and can draw from this prior knowledge" (Diaz-Rico, 2013, p.137). This relates to dimension 5.3 of having knowledge of culturally inclusive content. A couple of weeks ago, my 4th-grade class had an activity that was Thanksgiving themed but I had a student who did not know what Thanksgiving was so I had to figure out a way to build that schema and implement something else for that student to make learning culturally inclusive to for all my learners. ]]> 2022-12-06 02:02:02 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410002453 Dimension 5.1 hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410021657 When reflecting on our ideas, beliefs, and practices. It is vital for an ELL teacher to remember and reflect on the concept of scaffolding in schools because some ELLs were not born in the
    U.S. and did not grow up here as long as a child who was born in the U.S. so, sometimes teachers may already expect that an ELL understand something that a child of that grade level should be able to understand but they do not because they have not had that same amount of time of L2 instruction. 
    (Why ELLs Need Scaffolding).



    ]]>     2022-12-06 02:20:41 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410021657     Approaches to Second Language Teaching - Balanced Literacy Approach hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410023971 Having a balanced literacy approach can help properly instruct ELLs in the classroom because it helps students become better readers and writers. Ways to implement this
    dimension 5.4 of using appropriate pedagogical strategies to promote language development with the balanced literacy approach are choral reading, read-alouds with teacher modeling thinking aloud, reading workshops, shared writing, interactive writing, writing workshop, and word study.
    ]]>     2022-12-06 02:22:58 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410023971     Approaches to Second Language Learning hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410026483 An approach for Second language learning can look like building on the schema of what learners already know. The 3 different types of schema are cultural and content, text processing, linguistic, and grammatical. Making sure students have a strong schema of background knowledge can help them understand and make them feel more comfortable to participate

    (Diaz-Rico, 2013)
    ]]>     2022-12-06 02:25:30 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410026483     Influence in the Classroom hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410029527 "Teaching writing in a way that sustains interest, information acquisition, and lifelong self-expression" (Diaz-Rico, 2013, p.188) are positive influences on grammar and literacy instruction for English language development in the classroom that allow students to be creative and write and learn about things that matter to them.]]> 2022-12-06 02:28:38 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410029527 Approaches to Second Language Teaching hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410059991 Knowing your L1 fulfills most if not all of your basic needs and includes friendships and family and so this causes the acquisition of the L2 to not feel as necessary or important. In order to combat this, we bring in the imagination. Students working on their L2 “must develop some capacity to imagine themselves speaking a different language. Students at different ages have differing access to the imaginary and link this to language acquisition in age-predictable ways” (Diaz-Rico, 2013, p.202). 

    It is important to help ELLs to understand that using your imagination for L2 acquisition provides a fun escape from the everyday realities that we face. This relates to dimension 5.5 of having knowledge of culturally-caring practices that help with social-emotional development. ]]>     2022-12-06 02:58:00 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410059991     Influence in the Classroom/Dimension 5.2 hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410063769 Picture books can be used to help ELLs in the classroom with the learning processes and the imaginary. Reading picture books can offer guides into the imaginary and can also help with classroom community, give examples of good writing, offer opportunities to have authentic conversations, and showcase text features. This relates to dimension 5.2 by promoting equity by demonstrating consciousness and respect for diversity and student identities because reading picture books can promote respect for diversities and student identities and offer many benefits to help SLA acquisition (5 Reasons to use picture books with older  https://youtu.be/_W4h9AahQy0)

    ]]>     2022-12-06 03:01:32 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410063769     Approaches to Instruction hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410065359 One of the ways imagination can help with acquisition of SLA is done through guided imagery which “encourages them to practice creating specific visual images” (Diaz-Rico, 2013, p.204). This can be done through guided fantasy stories as well where teachers set up a vivid imagery of the story to help the students make their own imagery with language being spoken.]]> 2022-12-06 03:02:54 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410065359 Approaches to Instruction hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410069501 Using the funds of knowledge can look like teachers gathering and using the educational background information of a student and also the home life/outside background information to help gain a better understanding of the student's needs.]]> 2022-12-06 03:06:57 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410069501 Influence in the classroom/Dimension 5.5 hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410071134 The importance of culturally based language teaching is the motivation and inclusion it brings to the classroom “Bringing rich cultural context into the classroom can motivate students to learn English” (Diaz-Rico, 2013, p.279). 

    It teaches the language of the students by using their culture and it makes English “more accessible” (Diaz-Rico, 2013, p.279). Knowing more about the importance of culturally based language teaching helps to have more culturally caring practices and bring those into the classroom learning environment which all work on my Dimension 5.5 skills. 

    ]]>     2022-12-06 03:08:35 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410071134     hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410073856 Ways that I can strengthen my funds of knowledge are by 

    • visiting households and meeting with parents to learn more about their child and their home life. 
    • Participate in interviews that are structured or unstructured with parents and family to gain more information about the family’s culture and how they demonstrate it in different aspects. 
    • I can also look at any documentation that the student has to help me understand their academic journey better as well. 
    Strengthening my Funds of Knowledge will help strengthen my skills of Dimension 5.3 of implementing culturally inclusive content in my classroom and making learning culturally efficacious (Diaz-Rico, 2013, p.204) (Funds of Knowledge with Luis Moll, 2015). 

    ]]>     2022-12-06 03:11:10 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410073856     Approaches to Second Language Teaching hannahfloresr https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410075641 I earned that in order to include Funds of Knowledge and Culturally Based Language Teaching strategies in my classroom, it first starts with education and training of it. Dimension 5.1 talks a lot about the knowledge of self, identity, and beliefs. I first have to be knowledgeable in these areas so I can become more aware of them. Then I have to become more educated in Funds of Knowledge and Culturally Based Language Teaching and learn more about the ways I can practice it in my own classroom (Culturally Responsive Education in Action, 2021). 

    ]]>     2022-12-06 03:13:04 UTC https://padlet.com/hannahfloresr/qkmd5cl65quz8fp5/wish/2410075641