Clinical Field Experience A: Language Learning In Content Lessons
Language is woven into learning regardless of the content focus. Even subject areas like math and science require a level of proficiency in domain-specific language to demonstrate successful learning. To ensure ELLs’ overall academic success, educators must consider the development of English language, in addition to content/subject area knowledge.
Arrange the clinical field experience for this course in a Title I, bilingual, or dual language immersion setting where you can observe and be mentored by English language development (ELD) instructors or administrators. Clinical Field Experience A: Language Learning In Content Lessons
Part 1: Observation and Mentor Discussion
Observe your mentor for at least two hours or two class periods. If possible, observe more than one content area being taught to ELLs. Focus your observations on the following: how the students’ cultural and linguistic experiences are leveraged in the classroom; how the academic, social, and emotional needs of ELLs are supported in the classroom environment; and types of instructional and practice strategies used to scaffold language and content learning.
Discuss with your mentor any questions you have regarding your observations and share ways you plan to incorporate practices you observed into your future professional practice.
Note: Be sure to take notes during your observation and discussion as you will provide them when submitting this assignment.
Part 2: Scaffolding Strategies Discussion
With your mentor, discuss how to select instructional strategies used for scaffolding content and language instruction for ELLs at various English language proficiency (ELP) levels. You may use the topic Resource, “The GO TO Strategies: Scaffolding Options for Teachers of English Language-Learners, K-12,” as a starting point for your discussion. Clinical Field Experience A: Language Learning In Content Lessons
Collaborate with your mentor to identify one scaffolding strategy you can implement with a student, small group, or whole class of ELLs. Before you implement the strategy, discuss the background and English language proficiency levels of the ELLs you will be working with and how the strategy supports the goals/objectives of instruction. After you implement the strategy, debrief with your mentor on how it went and discuss how to measure the effectiveness of the strategy.
Note: Be sure to take notes during your discussion as you will provide them when submitting this assignment.
Part 3: Reflection
In 200-250 words, reflect on creating a classroom environment using strategies that support ELLs. Include the following in your reflection:
- How you plan to create culturally and linguistically relevant and supportive classroom environments for ELLs in your future professional practice.
- How you plan to implement and evaluate the effectiveness of instructional strategies for scaffolding language and content learning. Name specific scaffolding strategies you plan to use in your future professional practice.
Support your reflection with a minimum of two scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide. Clinical Field Experience A: Language Learning In Content Lessons