Answer each question with two paragraphs

Content 1

1) Reflect on what you learned in the resources and your professional experiences about teaching in a bilingual education program. Explain the benefits and challenges of bilingual education on students’ growth and development. Teacher with group of multi-cultural students

2) Think about how the resources in this module emphasized the importance of academic language. How well does the program in your school support academic language development? In what ways could it better support academic language development? What are the implications for instructional practice in your bilingual classroom?

3) Reference the Learning Resources from this module in your response.

Consider what you have already learned about the Sheltered Instruction Observation Protocol (SIOP) model and the modifications described in the Howard et al. article. Compare the SIOP model with the TWIOP model.

Content 2

1) Freeman and Freeman make a clear case for the sociopsycholinguistic view of teaching reading. Consider the relationship between sociopsycholinguistic view and the SIOP/TWIOP model. Does an emphasis on the sociopsycholinguistic view support or contradict the SIOP/TWIOP model? Explain your reasoning.

2) Several of the Learning Resources discuss the importance of families in learning about your students. What is the role/function of family in understanding your students? How can you tap into the family resources to discover what children bring to the class and to build their background knowledge?

3) Compare how your approach to vocabulary instruction is similar or different to what Echevarria, Vogt, and Short describe in their book on pages 65–71. What might you do differently related to vocabulary instruction as a result of your learning in this module?

Content 3

1) The Freeman text describes two methods of teaching reading, synthetic and analytic, and provides an alternative method termed “principled eclecticism.” Describe how your approach to reading instruction may reflect principled eclecticism.

Teacher with student by a globe

2) Both the Freeman text and the Echevarria text discuss Vygotsky’s Zone of Proximal Development. Why is Zone of Proximal Development critical for effective scaffolding? Describe how you can identify a student’s zone of proximal development in which he or she is appropriately challenged and supported.

3) The course texts recommend explicitly teaching students to use learning strategies and offer several examples. What are the benefits of teaching learning strategies? Give three examples of learning strategies you might teach to your students who are learning two languages.

Content 4

1) Reflect on what you learned from the course texts about “organizing curriculum around integrated themes connected to the content standards” (Freeman and Freeman, 2006, p. 209). Explain how thematic teaching is an excellent way to develop biliteracy in students.

2) Consider what you learned from the course texts about the relationship between assessment and instruction and what Dr. Eugene Garcia emphasized about on-going assessment. What are the benefits and challenges of assessing students in both English and the partner language? How will on-going assessment impact your instruction?

3) Summarize the stages of writing development as described in the Freeman text. Why is it important for teachers to frequently analyze students’ writing?

Content 5

1) Reflect on the five factors critical to preventing school failure as described by Alba Ortiz in the article, “English Language Learners with Special Needs: Effective Instructional Strategies.” Evaluate to what degree your school (or the one you observed) is ready and able to meet the needs of students with special needs who are also learning two languages.

2) Klinger and Harry (2006) and Lesaux and Geneva (2006) noted the difficulty of being able to tell the difference between issues related to acquiring a second language and a language-based learning disability (as cited in Echevarria, Vogt, and Short, 2010, pp. 204–205). Reflect on what you know about response to intervention and the referral process for special education. What is your responsibility, as a teacher in the bilingual classroom, in the pre-referral stage of the process? What are some strategies you can implement during the pre-referral stage to better refine your decision to refer a student for evaluation and avoid the possibility of over-referral or under-referral? How might you know when to refer a student for special education assessment?

3) “Quality of instruction is a variable that makes a difference, and it is something that is under control of school personnel.” (Echevarria, Vogt, and Short, 2014, p. 250) What other variables might contribute to challenges students who are culturally and linguistically diverse experience? Give an example from your own personal or professional experience or something you have observed during your clinical experience. What can you do in your own classroom to help students overcome these challenges?

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