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Mayra Mata

Trotter

British Literature (4)

01 December 2017

Altering Teachers Educating Techniques

Carnine, M.D. Coyne|E.J. Kami'enui|D.W. “Problems in Current Instruction of English Language

Learners.” ​Education.com​, 20 July 2010,

https://www.education.com/reference/article/problems-instruction-english-learners/

In this article, Coyne interprets problems in the instruction of English-Language learners needs

improvement. When students are introduced to unfamiliar curriculum they tend to become overwhelmed

and frustrated. Therefore these emotions are reasonable for a student who is uncertain. According to

Coyne students may fail to understand what the teacher is trying to explain and soon become frustrated

when they can't express their thought thoroughly in English. Although ELLs struggle to grasp the

understanding of the teachers lesson; there are various ways to help them comprehend in a simpler

matter. Overcoming frustration may be a tough obstacle primarily for ELLs but is most definitely not

impossible. This article has provided me with a sufficient amount of information to further my research

on helping English-Language Learners overcome their frustration. To assist a student on moving past

their frustration will be a challenge i’m willing to take.

Cicerchia, Meredith. “Teaching Strategies for ELL Students | TTRS Blog.” ​Touch-Type Read and

Spell (TTRS)​, Accessibility Me, 8 Jan.

2017,​http://www.readandspell.com/us/teaching-strategies-for-ELL-students
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Adapting to a new language can be rather difficult for a student who is unaware of a dissimilar

language. In this article, Cicerchia discusses that teachers who tend to lose patience and or pay less

attention to these students who need a vast amount of heed struggle to find an easier way to teach

English Language Learning students. She explains how one straightforward adjustment in the way

teachers educate their students can improve the learning experience of ELLs. Altering the way teachers

read or review vocabulary is one minor suggestion.There are a variety of strategies given by Cicerchia

that may help further assist both teachers and their students. Getting to know more about your learner’s

strengths and weaknesses can improve a teacher's educating skills. Approaching all given challenges in a

positive way as in being patient with ELLs can turn learning successful and unchallenging. This article

provides a sufficient amount of suggestions and a superb understanding of how to properly instruct and

support ELLs with their obstacles. Utilizing this information will guide me throughout my research on

reinforcing English Learning Students to become successful but concurrently having enjoyment.

English-Language Learning Students Adapting

Haynes, Judie. “Challenges for ELLs in Content Area Learning.” ​Teaching Community​, Teaching

Communtiy, 2017,

http://teaching.monster.com/benefits/articles/6307-challenges-for-ells-in-content-area-learning

In this article Haynes explains in detail how ELLs use a variety of techniques to accomplish their

goal in adapting to a new language. She argues not many realize the several obstacles ELLs encounter

while being introduced to an unrecognized language. These students often have trouble not only with

their english comprehension but schooling in general. Standard objectives as in math, reading and

science tend to be few of many struggles to students. Haynes discusses the reason ELLs may be

encountering these barriers is because they come from countries that educate their students differently.
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In addition, dialect from the U.S is relatively dissimilar causing an uncertainty to ELLs. Obstacles like

these don't occur because ELLs aren’t capable of doing so moreover because they simply don’t have the

English Language skill to properly do homework, classwork or projects individually. Therefore the

adaptation level in which an ELL student is consuming is minor. This article allows me to obtain a brief

idea of the obstacles English-Language Learning students have to face. Applying the information

provided will further assist me to enhance my research on supporting ELL students and strengthening

their abilities.

Strauss, Valerie. “Why It’s Hard to Be a Teacher of English Language Learners — by an ELL Teacher.”

The Washington Post​, WP Company, 6 Nov. 2015,

www.washingtonpost.com/news/answer-sheet/wp/2015/11/06/why-its-hard-to-be-a-teacher-of-e

nglish-language-learners-by-an-ell-teacher/?utm_term=.13466e53a1b8

Throughout this article, Strauss explains the daily struggle a English- Language Learner teacher

encounters and how overwhelming it can be. She gathered information from an ELL teacher who

explains the stress caused by incoming students. Every year teachers have to better understand the level

a student is when it comes to curricular activites. Being able to identify where ELLs struggle and thrive

in is an important factor of being an ELL teacher. Former ELL teacher Sullivan explains the struggle of

hearing the stories of her students and obstacles they encountered. In addition, a teacher may or may not

have the ability to deeply understand his/her student which can cause frustration between the two.

Patience is a key factor to becoming an English-Language Learner teacher. Simply being in an

environment surrounded but students who are unfamiliar with a certain language can become tough. One

of the main struggles an ELL teacher can encounter is managing the progress of their student. This

article contains a variety of do’s and dont’s that can guide me throughout my research on ELL teachers.
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Weisen, Norene. “5 Things You Might Not Know About English Language Learners.” ​Scientific

Learning​, Fast Forward, 30 Dec. 2015,

www.scilearn.com/blog/5-things-you-might-not-know-about-ells​.

Wiesen shares observations about her research on how the future of ELL students will emerge.

Norene states the amount of ELL students in the U.S is booming and will only increase.

English-Language students represent a variety of diverse languages and cultural backgrounds. In

addition to being unaware of a new language ELLs drop out at a higher rate than any other student

population. Throughout the article Norene further explains that students who remain classified as an

English Learner have a tendency of abandoning school and left unemployed. Approximately two-thirds

of these students come from low income families and three out of four are Spanish speaking ELLs. More

than half of today’s ELLs were born in the U.S. This article has allowed me to visualize the struggle of

having the title of being an ELL and the disadvantages that are alongside. Utilizing the information

stated will emphasize my research on the future that await English-Language students. In addition, this

article has opened my eyes to assist these students who need someone to keep them motivated and open

minded about their future.