Clinical Field Experience A: Language Focus

Clinical Field Experience A: Language Focus

Paper instructions:
Supporting a learner through English language development requires an intentional focus on the English language, in addition to the content being addressed.

Arrange the clinical field experience for this course in a K-3 school setting that includes English language learners in which you observe and collaborate with a certified teacher. Prior to the clinical field experience, review the requirements of all clinical field experiences for this course. Create a document to share with your mentor teacher detailing these requirements and what is being requested of the mentor. This document should include the scheduling required to complete all assignments.

Allocate at least 5 hours in the field to support this field experience.

Part 1: Interview and Observation

Discuss language instruction of ELLs with your mentor teacher. You may consult other teachers at your field experience site to gather additional information if needed. Include the following in your discussion:

How do you address language form (vocabulary, grammar, and discourse specific to a particular content area) and language function (the purposes for communication/use of language in academic and social contexts) in your classroom?
How do you address the relationship between verbal and written expression in your classroom?
What strategies do you implement to support the various language needs of ELLs?
How do you provide ELLs with content area instruction that meets grade level expectations, while supporting their English language development?
At least two additional questions to discuss with the teacher.
Observe at least one Grade K-3 classroom with ELLs. Pay special attention to how the teacher includes the forms and functions of language in instruction. Take note of the language supports provided to all students and the targeted/additional supports provided to ELLs.

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

Part 2: Plan and Reflect

Following the observation, identify with your mentor teacher a student or group of students with ELL needs you are able to work with in future field experiences. You will be working with the students in two additional field experiences. Discuss the needs of the students and how you can best assist in supporting their language acquisition needs during time in the mentor’s classroom.

Write a 250-500 word reflection summarizing your observations and discussions. Include how you will support the student or group of students in additional field experiences.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

Clinical Field Experience A: Language Focus
Introduction
Supporting English language learners (ELLs) requires intentional focus on both English language development and content area instruction that meets grade level expectations. This clinical field experience provides an opportunity to observe how one K-3 classroom teacher incorporates language development into daily lessons through a focus on vocabulary, grammar, discourse structures, and language functions.
Interview and Observation

In discussion with the mentor teacher, several strategies for supporting ELLs emerged. To address language form, vocabulary is pre-taught and reinforced through visuals, gestures, and repeated exposure across lessons (Gottlieb, 2016). Sentence frames and modeling are also used to support grammar acquisition for functions like requesting information, commenting, and expressing opinions (Gibbons, 2015).
Regarding language function, the teacher scaffolds between social and academic language depending on the task. For a math lesson, students practiced ordering objects by size while also learning vocabulary like “smallest” and “largest” (Wolf et al., 2017). In a read-aloud, they built background knowledge about a science topic through discussion before reading (Lee & Buxton, 2013).
Between verbal and written expression, the teacher provided bilingual word walls, sentence starters, and graphic organizers as supports for both speaking and writing. She also had students discuss topics as a prewriting activity (Dutro & Kinsella, 2010).
Additional strategies observed included use of visuals, gestures, modeling, cooperative learning, and allowing extra processing time. The teacher also met individually with students weekly to assess progress toward language and content goals (Bunch, 2013).
Plan and Reflect
After observing, it was agreed that working with a small group of three ELLs would allow focus on their specific language needs. One student is at level 1 for English proficiency based on state assessments and needs support in vocabulary and simple sentence structure. The other two students are at level 2/3 and would benefit from practice with academic language functions through structured conversations and written responses.
In future field experiences, I will pre-teach and review key vocabulary with these students. We will also practice language functions through activities like think-pair-shares, role plays, and graphic organizers before they are expected to participate independently. By scaffolding language supports, my goal is to help these ELLs actively engage with grade level content while continuing to develop their English skills.
References
Bunch, G. C. (2013). Pedagogical language knowledge: Preparing mainstream teachers for English learners in the new standards era. Review of Research in Education, 37(1), 298-341.
Dutro, S., & Kinsella, K. (2010). English language development: Issues and implementation in grades six through twelve. In F. Ong & V. Aguilar (Eds.), Improving education for English learners: Research-based approaches (pp. 151–208). Sacramento: California Department of Education.

Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom. Portsmouth, NH: Heinemann.
Gottlieb, M. (2016). Assessing English language learners: Bridges to educational equity. Thousand Oaks, CA: Corwin, a SAGE Company.
Lee, O., & Buxton, C. (2013). Teacher professional development to improve science and literacy achievement of English language learners. Theory Into Practice, 52(2), 110–117. https://doi.org/10.1080/00405841.2013.770328 Write my paper online.
Wolf, M. K., Wang, Y., Blood, I., & Huang, B. H. (2014). Investigating the language demands in the common core state standards for English language learners: A comparison study of standards. Middle Grades Research Journal, 9(1), 35–52.
In this assignment, I observed strategies for supporting English language learners in a K-3 classroom and reflected on how I can assist three ELL students in future field experiences through a focus on language development. Please let me know if you need any clarification or have additional feedback.