Term Paper on "Solom Swlom"

Term Paper 6 pages (1675 words) Sources: 7 Style: APA

[EXCERPT] . . . .

Special Education

Before one is able to evaluate the third grade English language learner who is the subject of this evaluation, one first must understand the unique teaching strategies used for effective instructional practices for English language learners. Without first understanding what should be used, one cannot properly evaluate the learning process of an English language learner.

This evaluation will begin with an overview of the effective teaching strategies that can be used in providing instruction to English language learners. It will then evaluate how these said teaching strategies have served Joe, a third grade English language learner. This evaluation will be conducted using both the Student Oral Language Observation Matrix and the Student Written Observation Matrix. The paper will conclude with a summary of why Joe is performing where he is and offer suggestions of how his performance can be improved.

Effective Teaching to English Language Learners

In her text entitled Perspectives on Teaching K - 12 English Language Learners, author Jane M. Govoni highlights a thorough pedagogical approach to successfully teaching a complicated language to non-native speakers. In Chapter Six, which is subtitled "Making Connections," Govoni focuses on the importance of not only teaching the language, but also teaching literacy. In this chapter she stresses the importance of incorporating literature as a method of teaching language. Her belief is that language is worthless if it does not lead to literacy. According to Govoni, literacy is the ability to read and understand the meaning of the language found on a particular page. Thus, the job of the English language teacher is to teach language through literature in order to develop literacy.

After a lesson, the English language teacher wants his or her students to be able to walk away with two things. First, with an increased functional use of the English language and its rules. Second, and more importantly, with a comprehension of what was being read and discussed. This factor is the most important because often times a language's meanings and use are effected by context. In order to understand context, one must be able to comprehend. The ability to comprehend, according to Govoni, means being literate.

In order to teach literacy to a class of English language learners, the instructor must spend time on background information. For example, before reading and discussing a text, the first step is to discuss the necessary background information unique to the English-language culture that is necessary for understanding the text. Second, such background information as vocabulary and pronunciation can be taught in regards to key points in the text.

Student Oral Language Observation Matrix Evaluation

Comprehension: Joe's comprehension is remarkably high, as he understand most of what is said when spoken to at a slower than normal speed and with occasional repetitions. For example, when the instructor is explaining a story or concept to the class as a whole, Joe often seems frustrated and lost. However, this has been remedied by the instructor going to Joe either individually or through the classroom associate and explaining the information slower and in a context that connects the concept to information Joe already understands.

Fluency: Joe is quieter then other students and, despite his rather high level of comprehensive abilities, he yet lacks the confidence to speak in English on any lengthy or public basis. It is hard to tell if Joe is unable to speak or is afraid to speak, although one would assume it is more likely a matter of the latter. Yet, in terms of fluency, Joe is best described as being usually hesitant and often forced into silence by a language limitation.

Vocabulary: Because Joe is a quiet child, it is hard to appropriately judge his level of vocabulary. However, when one considers his general level of comprehension, it can be assumed that Joe's vocabulary would most likely be at a level three, or where he would frequently use wrong words and have a somewhat limited conversational ability.

Pronunciation: Upon observation of Joe's conversation with his associate, his pronunciation for the vocabulary he does know seems to be intelligible. Although he does have a definite accent and occasionally uses inappropriate intonation patterns, overall Joe seems to be absorbing the tone and sound of the English language.

Grammar: As with his pronunciation, Joe seems to have quickly gathered the general grammatical rules of the English language. Rarely will he make word-order errors that may obscure the listener's understanding. Further, on the occasions that he does commit a grammatical error, Joe is quick to realize his error and attempt to correct it.

Conclusions: Based on the above referenced rubric, would place Joe at Phase II, or as having Limited English Proficiency.

Student Written Language Observation Matrix

In order to evaluate Joe's level of written proficiency, this evaluator was given the opportunity to both observe Joe engaged in the writing process and to review samples of Joe's written works.

Fluency: It is immediately clear that Joe is capable of writing in English at a higher level then he is able to speak it. It is the opinion of this evaluator that this is a result of Joe having a timid personality and perhaps experiencing some levels of culture shock. It is believed that, because he can write at a remarkably advanced level of proficiency, that he is much more proficient conversationally than he demonstrates. However, because of a lack of confidence and generally shyness about him, he tends to refrain from speaking in English. On the other hand, writing is a much more private, independent activity, thus giving Joe a better environment for him to demonstrate his true level of English proficiency.

Perhaps nowhere is this fact more clear than when one reviews Joe's level of written fluency. For example, whereas Joe was at a level two in terms of oral fluency, when writing Joe is at level four, or able to write paragraphs with fully developed sentence structures typical of the average third grade student.

Organization: Joe's written organization tends to be somewhat sequenced, but never substantially sequenced. It seems he knows what he is trying to say, yet lacks the ability to always convey his thoughts in writing. However, this problem with sequence seems to be a general problem for the third grade level, as many native English language speakers were also struggling with sentence organization.

Grammar: Joe's grammar is good but not perfect. He tends to make more minor grammatical errors than does his peers. For example, Joe regularly commits the classic non-English language grammatical error of adding an -S to a third person singular verb. These types of grammatical rules that are significantly different than the rules of the child's native language will take some time to eventually comprehend. Even if Joe understands the rule, he will still struggle with the habits of his native language.

Vocabulary: Joe seems to have an average vocabulary for a third grade student. Although he knows enough words to convey his meaning, sometimes his meaning is conveyed in an awkward manner. In other words, there are occasions when a different word choice could better convey the message of Joe's writing. For example, many of his classmates are able to use more culturally appropriate words to convey meaning whereas Joe is stuck using textbook English language.

Genre: Joe's written work samples show a remarkable range of genres, thus leading one to conclude that Joe knows different genres and makes appropriate choices in his writing. For example, one writing sample was a letter to his parents. In this piece, Joe wrote using a very informal and personal style of writing. In a short report on a field trip to a farm, Joe's writing is more detailed. Although it still conveys what he liked about the trip, it is written to an appropriate audience.

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