PART I?

Reflections on the importance of using the learner’s home language?as a resource in the classroom

Using a learner's home language as a resource in the classroom has several important benefits. Firstly, it acknowledges and respects the linguistic and cultural diversity of students. It recognizes that?students bring valuable knowledge from their home language that can enhance their learning experiences. This will make students feel valued and contribute to the learning community.

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Secondly, incorporating the learner's home language helps promote effective communication and comprehension. When students have the opportunity to express themselves in their native language, they can better convey their thoughts, emotions, and ideas. This, in turn,?fosters a sense of confidence and belonging in the classroom. The acceptance built when using the native language is one of the feelings which can't be substituted by others. Also,?an inclusive and supportive learning environment?isformed in this way.

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Additionally, the use of the home language can support the acquisition of a second language. Research shows that leveraging students' existing language skills can facilitate the transfer of knowledge to the new language. By building on their linguistic foundation,?learners can make connections and develop a deeper understanding of the target language. The connections or bridges between the native language and the target language help the improvements for both languages.?

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Home language can be beneficial, and it should be balanced with opportunities for second language practice. Overall, embracing the learner's home language as a resource in the classroom promotes inclusivity, enhances communication, facilitates language acquisition, and empowers students.?

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One specific example?is the promotion of cultural inclusion and a positive classroom environment. Here's how it can be beneficial:

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Enhanced Comprehension: When complex or abstract concepts are introduced in the learner's home language, students can better understand the content before transitioning into English. This bridge between languages helps learners grasp new information more easily, increasing their comprehension and overall academic achievement. It also enables students to make connections between their prior knowledge and the new material. And they can learn more. This example is from real practice from my teaching experience.?

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Three specific?examples of how?a teacher can use a language learner's home language as a resource in their classroom:

1. Translating key concepts and instructions: When introducing new topics or providing instructions, the teacher can provide translations of important vocabulary or instructions in the learner's home language even in the PPT or the worksheets. This helps students grasp the meaning and purpose behind the lesson, enabling them to participate actively and confidently. It also ensures that language barriers do not hinder students' comprehension.

2. Promoting peer collaboration and understanding: Encouraging students to work in groups or pairs where they can use their home language to explain concepts or discuss ideas can foster meaningful collaboration. This allows learners to help and learn from each other, reinforcing their understanding and deepening their engagement with the subject matter. Teachers can facilitate this by creating opportunities for students to share knowledge and insights in their native language. The frequency of using this method should be considered by the teachers.

3. Incorporating culturally relevant materials and discussions: Integrating literature, texts, or media in the language learner's home language can enhance cultural understanding and appreciation. Teachers can include books, articles, videos, or songs from the student's native culture, providing them with valuable connections to their heritage. Discussing these materials in class allows students to express their thoughts and feelings using their home language, facilitating deeper insights and personal connections to the content.?

References:

[1] YouTube. (2016, June 15).?Using the native language as a resource. YouTube.?https://www.youtube.com/watch?v=joHM964tTVs

[2] Anonymous. (2023, January 5).?The home language: An English language learner’s most valuable resource. Colorín Colorado.?https://www.colorincolorado.org/article/home-language-english-language-learners-most-valuable-resource

[3]?Seven reasons for teachers to prioritise home languages in Education. British Council. (n.d.).?https://www.britishcouncil.org/voices-magazine/reasons-for-teachers-to-prioritise-home-languages-in-education

[4] Ferlazzo, L. (2021, March 5).?Response: Ell students’ home language is an asset, not a “barrier” (opinion). Education Week.?https://www.edweek.org/teaching-learning/opinion-response-ell-students-home-language-is-an-asset-not-a-barrier/2017/01

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PART II

Reflections on the importance of scaffolding discussions?to aid in comprehension for English Language Learners/ Multilingual Learners

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Scaffolding discussions are essential for English Language Learners (ELLs) and Multilingual Learners (MLLs) as it helps them access and comprehend academic content while simultaneously building their language skills. Here are some reflections on the importance of scaffolding discussions for ELLs/MLLs:

1. Comprehension support: Scaffolding discussions provide ELLs/MLLs with the necessary support to understand complex concepts and ideas. By breaking down the content into more accessible chunks, teachers can help students grasp key information and make connections to their prior knowledge. This targeted support enhances comprehension and ensures that ELLs/MLLs are actively engaged in the discussion.

2. Language development: Discussions scaffolded for ELLs/MLLs promote language development and acquisition. As students participate in conversations, they have opportunities to practice using academic vocabulary, sentence structures, and discourse markers. Teachers can provide sentence frames or prompts to guide students' responses, encouraging them to express their thoughts and opinions. Over time, this scaffolding fosters language growth and confidence.

3. Critical thinking and collaboration: Scaffolded discussions encourage ELLs/MLLs to think critically, analyze information, and engage in collaborative problem-solving. By providing guidance through questioning techniques or graphic organizers, teachers help students develop their higher-order thinking skills. Additionally, small group discussions or partner work offer a supportive space for ELLs/MLLs to articulate their ideas and exchange knowledge with peers.?

In conclusion, scaffolding discussions for ELLs/MLLs is crucial for promoting comprehension, language development, critical thinking, and collaboration.

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For example, why it is important.?

The scaffolding discussion method is 'Clarifying Questions': During the discussion, the teacher can pose clarifying questions to ensure ELLs understand the concepts being discussed. These questions can be targeted and straightforward, asking for specific examples or explanations relating to the characters' motivations. For example, "Can you provide an example from the story that shows why the character made that decision?" or "How do the character's actions reflect their motivation?" These questions help students engage with the topic more deeply and articulate their understanding while receiving support if needed.?

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Three specific?examples of how?teachers can scaffold discussions with language learners to aid in comprehension within their classroom:

1. Pre-teaching key vocabulary: Before the discussion, the teacher can pre-teach essential vocabulary related to the topic. This can be done through activities such as picture-word matching, word associations, or concept maps. By ensuring that students understand the essential terms, they will be better equipped to comprehend and participate in the discussion.

Example: For a discussion about environmental issues, the teacher could pre-teach words like pollution, conservation, renewable resources, and sustainability. They can provide explanations, visual aids, and contextualized examples to support understanding.

2. Providing sentence frames or sentence starters: To assist language learners in expressing their ideas during a discussion, teachers can offer sentence frames or sentence starters. These scaffolded prompts provide a linguistic structure that supports learners in formulating their responses, especially when they are still developing their language skills. Sentence frames can be gradually phased out as students become more proficient.

Example: During a literature discussion, the teacher could provide sentence starters like:

• "I think _____ happened because..."

• "One important theme in the story is _____ because..."

• "In my opinion, the character's actions were justified because..."

3. Guiding questions: Teachers can use guiding questions to help language learners guide their participation in discussions. Structured prompts break down complex topics into manageable sections and facilitate comprehension by visually organizing information.

Example: When discussing historical events, the teacher can ask guiding questions like:

• "What were the main causes of this event?"

• "How did the event impact society at that time?"

• "Can you identify any long-term effects of this event?"

Pre-teaching vocabulary, providing sentence frames, and using guiding questions all contribute to scaffolding discussions and facilitating comprehension for language learners within the classroom.

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References

[1] Scaffolding strategies for Ells - Fordham University. (n.d.).?https://www.fordham.edu/download/downloads/id/4912/scaffolding_strategies_for_ells.pdf

[2] Virginia “Jenny” Williams, N. (2023, June 16).?7 ways to scaffold instruction for English language learners?#edchat#ELLchat. Teach. Learn. Grow.?https://www.nwea.org/blog/2015/7-ways-to-scaffold-instruction-for-english-language-learners/

[3] Maria, C., Deady, S., Clippinger, K., & Linquist, R. (2023, February 28).?12 scaffolding techniques to implement now. TPR Teaching.?https://www.tprteaching.com/scaffolding-techniques-examples/

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PART III

Three instructional practices?that can be used to teach academic vocabulary and content to English Language Learners (ELLs) are:

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1.??Explicit Vocabulary Instruction: This practice involves explicitly teaching vocabulary words and their meanings to ELLs. Strategies such as using visuals, real-life examples, context clues, and hands-on activities can help convey the meaning of new words. It is important to provide multiple exposures to the vocabulary through repetition, review, and application in different contexts. Regular vocabulary assessments and interactive games can also aid in reinforcing and assessing students' understanding.

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Implementation: In the classroom, I would incorporate explicit vocabulary instruction by selecting key academic vocabulary words related to the content being taught. I would introduce the words through a variety of strategies, such as using graphic organizers, concept maps, or word walls. Visual aids, such as pictures or gestures, can further enhance understanding. Engaging students in collaborative learning activities, such as group discussions, vocabulary games, or creating vocabulary journals, can solidify their knowledge and promote meaningful use of vocabulary in different contexts.

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2.?Scaffolded Reading and Writing Activities: Scaffolding reading and writing activities provide support to ELLs as they navigate complex texts and express their ideas effectively. This practice involves breaking down difficult texts into manageable chunks, providing pre-reading and post-reading activities, and offering sentence frames or graphic organizers to help ELLs organize their thoughts and demonstrate comprehension.

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Implementation: For reading activities, I would pre-teach relevant academic vocabulary and activate prior knowledge through brainstorming or discussion. I would break down the text into smaller sections and model effective reading strategies, such as predicting, summarizing, and questioning, which can be practiced collaboratively or independently. After reading, I would engage students in discussions, comprehension activities, or writing tasks that require them to apply the newly learned vocabulary and concepts.

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3.?Content-Based Language Instruction: This practice integrates language instruction with academic content, enabling ELLs to learn language skills while acquiring knowledge in different subject areas. It focuses on making connections between language and content, providing meaningful contexts for language use, and using authentic materials related to the academic topic.

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Implementation: When implementing content-based language instruction, I would select engaging and age-appropriate topics aligned with the curriculum and students' interests. I would facilitate interactive discussions, experiments, projects, or presentations that promote language-rich activities within the content area. By embedding language objectives alongside content objectives, I can explicitly teach vocabulary, scaffold language structures, and provide opportunities for oral and written expression. Additionally, encouraging peer collaboration and utilizing technology resources, such as educational videos or interactive websites, can further enhance understanding and engagement.

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Please note that these instructional practices should be tailored to meet the specific needs and proficiency levels of the ELL students in the classroom. Differentiating instruction, providing ongoing assessment and feedback, and building a supportive learning community is also integral to effective implementation.

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Thanks for your reading. Hope it helps at some point.