Next semester, I will be teaching a unit on Sports Leadership.  Students will learn the qualities of what it takes to be a good leader in a physical activity context. They will participate in a variety of team sports, and reflect on why they were or were not successful. They will then use this information to plan and lead their own physical activities.

In my class, I will have a variety of English Language Learners:

  1. Danny (Stage 1, Pre-Production): Danny is a quiet student who tends to take a lot of written notes.  He does not often participate verbally in class, but when he does, his answers come directly from the notes he has taken.  My goal is to give Danny repeated attempts to work on his English skills – providing pictures when appropriate so he is able to connect the English word to something.  Pairing him with a buddy is an important tactic as they will benefit from speaking English and using each other as a resource when they cannot translate a word from English to Chinese (or vice versa) (Haynes, 2005).
  2. Clarissa (Stage 2, Early Production): Clarissa has just started to speak short phrases in my class.  However, I can tell that many of her comments and responses are taken from memorization.  Often, when she goes beyond a memorized short phrase, she makes mistakes in her spoken and written English.  I can clearly tell that she is still very interested in absorbing everything I have to say in class.  In order to assist Clarissa in this stage, I will only ask her questions that I know she is able to answer (yes/no questions or questions that only require a short, easy answer).  Additionally, I will continue to provide pictures as an aid for English learning (Haynes, 2005).
  3. Fred (Stage 3, Speech Emergence): Fred can talk with me and asks questions.  However, his grammar is usually incorrect when speaking.  He has just begun to get comfortable with speaking a bit with Tammy in English.  When I explain important concepts in Leadership in class, I can tell that he is following – especially when I use visual aids.  I must remember when I talk to Fred to enunciate my words very properly.  Also, in order to challenge Fred’s English, I have asked him to start a daily journal where he records new topics we discuss in class.  I will follow this journal and comment when necessary (Haynes, 2005).
  4. Tammy (Stage 4, Intermediate Fluency): Tammy is starting to get comfortable with her English in my class.  She often does not need a buddy when coming to ask me a question.  I can tell that she is understanding the material because she continually asks clarifying questions.  From observing her writing, I can tell that she is still using Chinese as her primary written language because she often substitutes “SAT words” in places that much simpler words could be used (Haynes, 2005).  In order to help Tammy continue to grow in her English acquisition, I will use the dual-language instructional model to allow her to lead her basketball mini-unit in both English and Chinese (Sanchez, 2016).

 

References:

Haynes, J. (2005). Stages of Second Language Acquisition. Retrieved December 9, 2016, from http://www.everythingesl.net/inservices/language_stages.php

Sanchez, C. (2016, October 23). How We Teach English Learners: 3 Basic Approaches. Retrieved December 9, 2016, from http://www.npr.org/sections/ed/2016/10/23/493167803/how-we-teach-english-learners-3-basic-approaches?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=2049

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