ESL 436N Factors Affecting ELL Students Presentation

PowerPoint-Presentation

ESL 436N Factors Affecting ELL Students Presentation

 

Not only must teachers understand the role of language and culture in early childhood ELL learning, they must also understand political and psychological factors that affect the families of refugees, migrants, immigrants, and Native Americans. Keep in mind that the parents of early childhood ELLs could be long-term English learners, recent arrivals, or have had interrupted formal education.

Create a 10-15 slide digital presentation for your colleagues defining and explaining various cultural, sociocultural, psychological, or political factors that affect the learning of early childhood ELLs whose parents are among the following:

  • Long-term English learners (LTEL)
  • Recent arrivals (RAEL)
  • Students with interrupted formal education (SIFE)

Include presenter’s notes, a title slide, and a reference slide that contains 3-5 scholarly resources from the required readings or the GCU Library.

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using the documentation guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a grading rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Attached: Rubric

References:

Read “Factors Affecting Learners’ Attention to Teacher Talk in Nine ESL Classrooms,” by Wang, from TESL-EJ (2015). https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=103163238&site=ehost-live&scope=site

Read “Improving Family-School Communication with Parents of Long-Term English Learners,” by Bermudez, Kanaya, and Santiago, from Communique (2017). https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsgao&AN=edsgcl.496086380&site=eds-live&scope=site

Read “Are Schools Getting Tongue-Tied? ESL Programs Face New Challenges,” by Schachter, from District Administration (2013). https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1013941&site=eds-live&scope=site

Read “Border Kids in the Home of the Brave,” by Zimmerman-Orozco, from Educational Leadership (2015). https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1062901&site=eds-live&scope=site

Read “How to Support ELL Students with Interrupted Formal Education (SIFEs),” by Robertson and Laford, located on the Colorin Colorado website. http://www.colorincolorado.org/article/how-support-ell-students-interrupted-formal-education-sifes

Review “A Closer Look at Culture,” located on the National Center for Cultural Competence website. https://nccc.georgetown.edu/documents/pptculture.pdf