Mod 2 Discussion: What the Research Means to Me

1) What i find interesting about this is I was unaware of "first language content instruction." Based on what I have observed, ELL's are put into mainstream classes like all the other students no matter how fluent (or not) they are in English. I have an ELL this year that spoke broken English at the beginning of the year and is much more fluent now. He can ask me questions and understand my instructions. The reading and writing is getting better as well. I think we have texting to thank for that, though. 

2) ELL's are much like ESE students in a manner of speaking. They need special attention to make sure they are learning what your teaching them same as students with IEP's. They have accommodations such as translating software how IEP students may use text-to-speech software. Teaching ELL students properly takes patience and understanding. 

3) English language instruction embedded into content areas is difficult at first. You don't want to constantly correct an ELL, but my student who has progressed in his English language development is very open to grammar correction now that his confidence in his ability to speak English is growing. 

4) My school district is not too focused on how long a student is classified as an ELL, only that there is English language gains year over year. The focus on gains is much more important. The interactions with native English speakers is automatic (based on what I've observed in my own classroom). As they get better at speaking and understanding English, the friends follow.