https://padlet.com/mic5263/Bookmarks Made with a taste for adventure en-us 2020-08-25 13:49:44 UTC 2020-11-10 04:04:05 UTC hello@padlet.com mic5263 https://padlet.com/mic5263/Bookmarks/wish/706328876 Chapter 1:  
-Students who are learning English should not be treated differently than their peers.
-There should be extra attention given to them in terms of learning English, but treating them as different leads to isolation issues.
-Using labels for students who are learning English can be offensive, especially the former term "LEP" or limited English Proficient, because the word limit has negative connotations. 
-Bilingual students are completing a difficult task, so they should not be looked down on for lack of knowing English, but they should be praised for their dedication. 
-The term emergent bilinguals is the most positive, as using this term is showing that the students have potential to become bilingual.

Chapter 2:
-The data collected about students is different across states, which is inconsistent in the way students are taught.
-Having different tests can put students with different abilities at a disadvantage.
-As of 2014, 10.1% of total enrollment in public elementary schools in the U.S. were emergent bilinguals
-Home surveys typically are viewed through a "monolingual lens" and are not considering different types of bilingual households.
-The tests can be disadvantageous, as sometimes they could be too difficult for someone who speaks English as their first language.

]]> 2020-08-29 00:53:03 UTC https://padlet.com/mic5263/Bookmarks/wish/706328876 mic5263 https://padlet.com/mic5263/Bookmarks/wish/747470897 Why do teachers need to know more about language?- teachers need to be more informed about language so they can work to be better communicators, educators, evaluators, educated human beings, and agents of socialization.  Teachers need to know how to use the class room tools to provide the best experience for all students.  One important tool when used properly is ability groups, which teachers can use  as long as they are flexible, and students can change groups when their abilities change.  If teachers are more educated about the basics of language, they can provide a better learning experience and better communication with their students. 
Educating Emergent Bilinguals Chapter 4- Garcia and Kleigfen focus on bilingualism and achievement in this chapter. It is important to note that in this chapter, bilinguals are described as more creative, have more enhanced cognitive function and even have advantages in auditory attention. The most important topics they discuss are dynamic bilingualism, subtractive and additive bilingualism, and multicompetence. Multicompetence relates strongly to dynamic bilingualism, as those who speak two languages have different minds than monolinguals. Subtractive and additive bilingualism refer to the affect of learning bilingualism on a student. With subtractive bilingualism, the student's home language is reduced while learning the new language. With additive bilingualism, the new language is added to the student's home language. ]]> 2020-09-15 12:39:36 UTC https://padlet.com/mic5263/Bookmarks/wish/747470897 mic5263 https://padlet.com/mic5263/Bookmarks/wish/813510031 Funds Of Knowledge- this reading presented the idea that teachers need to be more informed about the students' home lives.  Teachers can create a positive learning environment for students if they focus on the right ideas, but not incorporating home life into the classroom can lead to a negative experience for the students. 
Chapter 8- This chapter focuses on the family and community engagement, addressing issues of how important engagement with families is and how families are responsible for providing education at home to allow their children to be successful. This is a big focus of the whole unit, as the home life is very important to a student's success in the classroom. This chapter discusses different approaches for getting parents involved, such as the "parent education" programs. These programs are intended to teach parents how to become more involved in their student's education. The chapter also discusses community involvement and building relationships with parents to ensure the home life and school life is more connected. ]]> 2020-10-08 12:41:01 UTC https://padlet.com/mic5263/Bookmarks/wish/813510031 mic5263 https://padlet.com/mic5263/Bookmarks/wish/872858739 Affordances of Technology
-goals: provide theoretical underpinnings of multiliteracies and the "digital turn" in modality
- highlight the consequences of inequitable access to computers and the internet, and
-lay out the research evidence for the efficacy of such access for emergent bilinguals
-Inequitable access to digital technologies: 68.2% of American households adopted broadband internet connections- still 3.8 million households without it.  
-Internet access is rising for students, still not high enough due to the various benefits of internet connection in the classroom.  
-"Poor and minoritized" students do not have the same access to internet as their peers.  
-Lower income and less education leads to less internet connection or even smartphone owners.  
How Access could benefit emergent bilinguals:  
-with access to the internet and technology, there are many forms of information on the internet, and students could use this to strengthen their knowledge about the language they are learning.  The internet is a tool that all students should have fair and equal access to regardless of financial standing. 
Programs and Policies for educating emergent bilinguals. 
-Submersion programs use only english and do not provide special help
ESL provides about 90% english, extra support with language at home could be beneficial
Bilingual Approach: using home language in greater portions and English in lesser portions to provide a better understanding and allow for achievement in English
Depending on what programs are provided for students, the outcome of their education will differ, and some of these programs could be very harmful to emergent bilinguals.]]> 2020-10-29 12:39:11 UTC https://padlet.com/mic5263/Bookmarks/wish/872858739 mic5263 https://padlet.com/mic5263/Bookmarks/wish/906925784 Chapter 6: Assessment
The type of assessment is important because some assessments may be unfair for ELLs
Norm-referenced is unfair because it compares their performance with those of the other students.
Criterion-referenced is better as it tests the extent of the learning of the student. 
Issues of Bias and Validity during testing for ELLs
Chapter 7: Speaking and Listening
Oral language is very frequent in our days, with listening and speaking being the two most commonly used language skills throughout the day. 
While fluent English speakers may speak in run-on sentences, incomplete sentences, shorten words with slang or even run their words together, it can be difficult for a learner of English to understand in a typical conversation.
Teachers should use class activities that allow students to speak to help develop their language skills.  They should also use corrective feedback to help when an error is made.
Chapter 8:  Reading
Reading can help develop a better understanding of the English Language.  With reading, students have a very large variety of options to read English, and they have control over the content they are reading. Rather than in conversation, if they do not understand something, they can go back and read it again. 
Since ELLs require a different method of instruction for reading, teachers need to be aware of their strengths and weaknesses so they can build their education program off of that.
Chapter 9: Writing
ELLs may need more practice and content than peers to learn how to write 
Trying to learn how to write before being proficient in English creates a challenge
Teachers are responsible for ensuring their students develop necessary writing skills.
Can provide help and in depth instruction in reading, speaking, and listening, which in turn helps with writing.
Chapter 10: Content-Area Instruction
Teachers must ensure assessment is of the knowledge of the content and not the language proficiency.
Mathematics is not easy for ELLs, it has a language portion that becomes difficult to understand.  
Teachers can use sheltered instruction to make topics like mathematics and social studies easier to comprehend for their students. ]]> 2020-11-10 03:29:20 UTC https://padlet.com/mic5263/Bookmarks/wish/906925784