Self-Assessment and Conclusion

Throughout this course, there are many key ideas that I have taken away in the instruction
of ELLs. The importance of a classroom environment that is safe and secure is integral in the
success and development of ELLs. Adding to that, making sure that the emotional and mental
state of my students who are ELLs are positive and calm rather than negative and anxious is key
to ensuring that my ELLs will have the ability to learn and retain information that is being
learned. Interaction is an important theory and aspect of an ESL classroom, and if a student is
simply talked at rather than given the opportunity to use the second language, he or she will
not successfully acquire the second language. With each component of my portfolio, I have been
able to take away the key ideas from this course and apply it to the strategies that I have
researched and will implement in my classroom.
In my Reflection on L2 Acquisition, I provide my thoughts on second language
acquisition based off my personal experiences. Through this course, I was able to understand
how I effectively learned the English language through everyday interaction with my teachers
and peers in school. It was very interesting to be able to look back and be able to put a
theory/idea in place that helps explain my acquisition of the English language.
In my Oral Development Strategies, I provide three different strategies that develop L2
oral language during content-area instruction. These strategies can be utilized in any content-
area, but I specifically provided steps to implement the strategies in an English classroom. These
strategies, taken from but also adapted to meet the needs of my classroom are specific to the
listening and speaking ELPS. My focus with these strategies is to create an environment where
my students feel safe and comfortable to interact with their peers in a different language. I drew a
lot of Krashens Affective Filter Hypothesis as well as the interactionist theory. The activities
focus on small-group interaction, and they are fun as well. Additionally, the strategies involve a
lot of interaction with their peers and with me as well.
In my Literacy Development Strategies, I provided three different strategies that
develop L2 literacy during content-area instruction. Similar to my Oral Development
Strategies, section of my portfolio, these strategies can be utilized in any content-area, but I
specifically provided steps to implement the strategies in an English classroom. I provided
strategies that focused on both reading and writing. Because the four language skills are
interdependent of one another, it is important to provide strategies that will focus on each
language skill. To meet the needs of different learners, I utilized reading/writing strategies that
ask my students to manipulate the content and objects around them. I find this to be a great
strategy to combat the difficulties that arise when ELLs are trying to learn about grammar rules
as well as organize their thoughts with difficult text. The third strategy I provided, the Free
Voluntary Reading strategy is not one that involves student interaction and manipulation of
objects, but is a strategy that I found would be great for ELLs who are in their silent period
where they do not feel comfortable speaking and interacting with others just yet.
In my ESL Internet Resources Webliography, I provided fifteen different websites that
are resources for teachers of ELLs, ELLs, and the family members of ELLs. Teaching is a
continuous learning process in itself, and it is always important for teachers of ELLs to look for
various lesson plans, resources, and strategies that will help his or her students in their success of
L2 acquisition. Additionally, providing resources for ELLs and their family members to access at
home gives them opportunities to further improve their L2 acquisition as well as keep family
members involved in the learning process.
The final component of my portfolio (besides the conclusion/reflection) is the two
sheltered lesson plans. I adapted two lesson plans from the Romeo and Juliet and To Kill A
Mockingbird units in my classroom. With both lesson plans, I intentionally added a focusing
event that would not only activate prior knowledge of both my ELL and native-speaking students
but it would also be an activity that would personally connect my ELLs with the lesson. My
ELLs will find the lesson that is being learned applicable to their lives, regardless of their
differing cultural background. The actual lessons provide a lot of opportunity to learn while
manipulating with objects (props, costumes, and realia) and involve a lot of opportunities to
interact with their peers using the English language. I modified the lessons to make them more
comfortable and inviting for ELLs by breaking up the activities to be done in smaller groups. I
provided alternative assessments for my ELLs because I understand that the content of both
literature works are extremely complex and daunting, even for a non-ELL. By providing an
alternative assignment, I am lowering my ELLs affective filter and also giving them an
opportunity to showcase their knowledge of the literature works in a different way that better
meets their needs.
I am extremely proud of my portfolio and I find that it effectively showcases how much
my knowledge and abilities for teaching ELLS has grown in the past month alone. I am still able
to teach the same content that I have always taught, but I now have a plethora of strategies and
ideas that I can utilize to make simple tweaks to my current lesson plans. Just because I have
ELLs in my classroom does not mean I have to lower the standards of the content that I am
teaching.