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Sara Riemer

EDUC 359
Dr. Reilly
September 11, 2016
Reflection for Ell Skit
Language Acquisition
1. Stage 1- Pre- Production
In this stage the students do not talk that much and they sometimes repeat what the
teacher says back because they do not know any other words. This stage is also known for two
parts; the silent period and affective filter. The silent period is an interval of time during which
they are unable or unwilling to communicate orally in a new language. This could last for a few
days or a year depending on many factors. It is also the period before ELLs are ready to produce
oral language also known as pre-production. The affective filter is a theoretical construct in a
second language acquisition that attempts to explain the emotional variables associated with the
success or failure of acquiring a second language. The affective filter is a psychological filter that
can either facilitate or hinder language production in a second language. When the filter is high,
individuals may experience stress, or anxiety that may prohibit success for succeeding in a
second language. When the filter is low, individuals may experience risk-taking behavior in
regards to practicing and learning a second language. Effective strategies that can be used with
ELL students in this stage is that a teacher can draw cartoons or pictures, point to objects or
print, move to show understanding, categorize objects or pictures, and match words or objects.

2. Early Production
ELL students in this stage have a hard time comprehending what a person is talking
about. The student will answer in one or two words or the student will mimic the person talking.
Sometimes the student can answer yes or no questions to help the build vocabulary. Effective
strategies for this stage is a teacher can use visual aids to show visual representation, ask the
questions involving places, people, and things. The teacher can also ask questions that help the
student list things, or repeat memorable language.
3. Speech Emergence
ELL students have good comprehension and enough proficiency to make simple
sentences with errors. Students can say simple words and phrases. An effective strategy for this
stage is for a teacher to read a book and have the student answer simple questions about the book
dealing with places, people and events. The student could also answer questions dealing with
retelling the information in a given text, recall facts, summarize in short simple sentences, and
maybe compare and contrast.
4. Intermediate Fluency
ELL students can express their own opinion, excellent comprehension, make few
grammar errors, and use correct syntax when forming sentences. Students in this stage can also
persuade, analysis and evaluate, debate with others, and give views or behavior. An effective
strategy for this stage is for a teacher to ask an ELL student a question complex in order for the
student to think complex and express their own belief about a certain topic. A teacher could have
a debate in their classroom between an ELL student and a non-ELL student.
5. Advanced Fluency

ELL students no longer need to be in an ELL program. The student knows how to
comprehend and write correctly using correct grammar. A students speech is excellence and
mastered in social studies and writing.
Co-Teaching
1. Supportive
One teacher teaches and the other teacher is supportive to students that need help. The
idea of this strategy for co-teaching is to get to know your students, build connections and
relationships, increase your cultural knowledge, create an environment of high expectations, and
develop a student-centered approach to teaching and learning. An example of this strategy is to
have on teacher teach a whole lesson to the class, while the other teacher helps ELL students one
on one. The supportive teacher will ask the ELL students if they understand the lesson and help
in any need.
2. Parallel
The teacher and the co-teacher all plan the lesson together and split up evenly in groups.
Each teacher will teach the same lesson to a group of students, then when the teachers are done
teaching, the class will discuss the lesson as a whole. This strategy can be very useful if the
classroom has the resources. An example of this strategy is having one teacher teach a lesson,
while another teacher teaches the lesson to ELL students with manipulatives and more
instruction then the other teacher.
3. Complementary

One teacher will teach the class one lesson. Another teacher will teach the class the same
thing, but in a different way to help the ELL students who do not understand. Also, one teacher
could be teaching a lesson, while the other teacher verbally explains what the other teacher is
teaching. It is also when one teacher does something to complement the instruction by the other
teacher. An example of this in a classroom is having one teacher teach the lesson, and other
teacher paraphrasing what the other teacher said in more simple words to help the ELL students.
4. Team Teaching
This is when both teachers teach together. Each teacher will have one job, or their
specialty, which would be the best that that teacher taught. Each teacher will have a turn
teaching their specialty. This co-teaching requires the mot time planning a lesson, trust,
communication, and coordination effort. An example of this in a classroom would be one teacher
teaching one subject and the other teacher could walk around to make sure ELL students
understand the teacher.