I am reminded that many students will benefit from small assignments in thinking, speaking, and writing in English with words, phrases, and Sentences. This includes word roots. I am reminded this is not just the student one traditionally thinks of as the ESL student, but also the student who regularly communicates in English, but may not write in English, or who communicates in another language at home. Many students who do speak English at some also lack basic grammer skills also will benefit.
How to help and understand students with language barriers
Repetition of new terms is crucial to learning and retaining content vocabulary. Using newly acquired terms in written and oral expression is an effective method of assessing a student's vocabulary acquirement. When I am introducing new vocabulary words to my students, I pronounce the word, they repeat the word aloud, then they write the word. As a result, they see the word, hear the word, say the word, and write the word.
It is important as an instructor to understand that each the success of each student will be influenced by the following: genetic and learned abilities, previous life experiences, and their personal motivation for the chosen field. Student's will learning disabilities and challenges require support for best learning practices. There are an array of strategies the instructor can utilize to ensure the success of a student with learning disabilities or challenges.
In that course I learned about the challenges that some students might have and how to help them to overcome those and get a career in the field of their choice.
Assign small or short projects to ensure they're all understanding.
Helping diverse learners will help them to have more structural outline to help them to better understand.
Repetition, repetition, repetition!!!!!
I always enjoy learning about teaching techniques to ensure all students receive a quality experience. Instructing diverse learners means adapting teaching strategies and approaches to meet student's unique needs and abilities, especially those with diverse backgrounds and language barriers.
Many of my students struggle with spelling, reading and writing; and often, Culinary topics/techniques/equipment have French names which can seem overwhelming. These French words like "mise en place" are an industry standard, so they need to learn these terms and how to use them when speaking in their work environment. I agree that repetition is crucial in helping students overcome their fear of speaking a different language and start to use those words with more confidence and understanding. Giving concrete examples and using the words in a variety of contexts is key.
Students will come to class with a different basic understanding of the English language. When giving out vocabulary words, try to limit them to a list of 10 max, 5-7 preferred. Check in with your students.
Comment on SETH SORONNADI's post: The way we engage with and instruct students with disabilities needs to change. To help facilitate their learning, we must acknowledge this and make necessary adjustments to the lesson plans. gaining that knowledge and creating a more inclusive teaching approach for all children with impairments will take time.
Comment on Francisco Gonzalez's post: It would be best to identify early on what students are able to comprehend so that an instructor can identify how to best support the student. Incorporating a few new vocabulary words at a time along with examples will be a good way to introduce students to new terms.
In this module, I learned about how to help learners with different deficiencies. Specifically, English language learners. I learned it is best to start with key vocabulary words and use visual and kinesthetic options. It also help give some tips on how to increase student comprehension. This was really helpful.
I have had the experience of teaching 2 students in different classes with undiagnosed dyslexia. In both cases while watching them complete math tests and other work I noted that they took an exceptionally long time to complete the assignments. However, their answers were correct and they did well on the tests. I spoke with the students individually and both told me that they had always "struggled" in school. Thankfully our organization was able to assist both students. As instructors we need to be aware that there may be learning difficulties that the students are not aware of or don't know they can ask for help.
there are many ways to help people with lower reading skills, but the underlying theme is to keep it simple and allow them to use the words in a setting or scenario to promote retention on top of hearing and seeing the word.
Many of the students primary language is other then English language and therefore they are learning the language as well as learning career skills understanding this helps us how to interact and help them in their learning process.
Reading skills improves with instructional learnings, take a slow pace of learnings. Learn few at a time.
Shah Rahman
Using pictures is key for me and using sentence starters help ELL students better how to use certain or new words when teaching them a concept. Not rushing them.
