Cahpter 8 Blog 7

Hannah Bontrager
Prof. Schurman
4 February 2012
Blog 7

Reading a chapter dealing with English Language Learners (ELLs) was really beneficial for me. A possible dream that I've been considering is to work in a urban-like school district. I don't want to go into full inner-city schools, but all the same, being in a more culturally diverse school district I may come across students who don't speak English as a first language and I will need to learn to adapt to that. I like the point that Danling made about creating a language friendly environment. Students need "plenty of opportunities to use language through reading, discussing reading, writing and sharing writing" (Beers 107). These students that do not speak English as a first language will need extra help and attention during lessons to make sure they understand what is being taught and discussed. I like the editors Strategies for Scaffolding from One Language to the Next chart. Those ideas sound like a great way to get ELLs involved with reading, writing and speaking English. It also sounds like the editors favor more technology and group work with these students which I believe is an excellent way for them to interact and speak with students who speak English fluently. I agree when the editors say that you need to let ELLs go back to their native language when they need to. If they don't know how to say something in English, having them say it in their native language and then learn the English word for it will help them make connections with language, instead of throwing them headfirst into a very difficult and new language.