1. A 1st grader’s struggle with the English Language By: Becky Enders

2. Student Information 6 year old male student in 1st grade Born in Mexico Lived in United States for about year and a half Has attended Park Elementary in Orland Park, IL since Kindergarten Lives with Parents (who can’t speak English) and Grandparents (Grandpa can speak and write a good amount of English)

3. School Demographics Park Elementary- Pre-K to 2nd grade: 343 students 78.7% White, 12.2% Hispanic, 4.7% Asian, 2.6% Multiracial, 1.7% Black 9.3% Limited Language Proficient 10% School Low Income Made Adequate Yearly Progress

4. Marty’s ESL History When entered Kindergarten he barley spoke a word of English Since then he has made much progress speaking English Reading & Writing have not made much progress Still struggles with letter sounds and basic sight words

5. Marty’s MAJOR Issues Right now the biggest issue: decoding words using sounds, and sight word recognition

6. ESL Help ESL teacher pushes in classroom in the mornings 5 days a week and works with all ESL students in the classroom Focuses mainly on reading, vocabulary, and spelling ESL teacher pulls Marty out 2 times a week with another student to work on the skills they need the most

7. What are the causes of these issues? MOTIVATION ESL Program Classroom Teacher Style

8. Motivation Requires much motivation and redirecting during class Doesn’t want to try and sound out unfamiliar words Doesn’t want to practice sight words from his keyring sight word on his own

9. Motivation “Motivation is made up of three elements: effort, desire, and affect” Marty lacks the effort to study the new langue, the desire to want to learn, and has a negative affect on learning the language Instrumental and Integrative motivation are also lacking in his academics He has no positive attitude while trying to learn the new language, and has no true reward to learn besides praise from his teachers which he doesn’t seem to care about

10. Motivation Family only speaks Spanish (with exception of grandpa) = no reward/reason to learn Needs a boost in his integrative motivation to sustain long-term success in English

11. ESL Program School consists of 9.3% Limited Language Proficient Students Only 2 ESL teachers for K-2nd Works with Marty and 6 other ESL students 5 times a week for 20-30 minutes on reading, vocabulary, and spelling Works with Marty and one other student 2 times a week on specific skills they both need extra help in

12. ESL Program Doesn’t allow for much one-on-one time to work on the skills he is falling behind in Program must meet the linguistic, academic, and affective needs of ESL students Provides necessary instruction so the ESL students can progress at a rate similar to their native-English speaking classmates Makes the best use of their resources

13. ESL Program While talking with ESL teacher she feels that the program can make some changes to meet all the needs that a program should consist of, in order to ensure the success of the students they are helping

14. Classroom Teacher Style Not set-up to expand ESL students’ vocabulary and understanding of English Didn’t notice any strategies classroom teacher used to help benefit the ESL students (didn’t explain unfamiliar/basic vocabulary)

15. Classroom Teacher Style Teacher must understand his/her students’ learning styles ESL students may differ in styles than native- English students Marty- dependent (becomes frustrated when facing new challenges not directly addressed in the classroom) (likes to work by himself or only with ESL students)

16. Classroom Teacher Style Classroom teacher needs to use strategies and techniques that support ESL students’ new language Cooperative Learning (pair with native-English or another stronger ESL student) Whole Language Approach (meaningful and engaging instruction) Graphic organizers (allow students to organize and represent information clearly)

17. Ways to help Marty What?When?Who?For What? Cooperative Learning During regular classroom time Classroom teacher To expand vocabulary and practice reading strategies with peers Graphic Organizers During regular classroom time Classroom teacher & ESL Teacher To gain clear understanding and remember (use with vocabulary)

18. More Ways to Help Talk with parents/ or grandpa and tell them to motivate Marty at home to learn language Develop reward system in order to motivate Marty to learn basic sight words Work with ESL teacher to concentrate on major issues before moving on to more complex concepts in reading

19. Sources Crandall, J. (1994). Content-Centered Language Learning. ERIC Digest Retrieved February 29, 2012 from ERIC Digest on World Wide Web: http://www.ericdigests.org//www.ericdigests.or 1994/content.htm McKeon, D. (1987). Different Types of ESL Programs. ERIC Digest Retrieved February 29, 2012 from ERIC Digest on World Wide Web: http:// www.ericdigests.orgpre-927/types.htm Norris-Holt, J. (2001). Motivation as a Contributing Factor in Second Language Acquisition. The Internet TESL Journal Retrieved February 29, 2012 from The Internet TESL Journal, Vol. VII, No. 6 on World Wide Web: http:// iteslj.org/Articles/Norris-Motivation.html Putintseva, T. (2006.) The Importance of Learning Styles in ESL/EFL. The Internet TESL Journal Retrieved February 29, 2012 from The Internet TESL Journal, Vol. XII, No. 3 on World Wide Web: http://iteslj.org/Articles/Putintseva- LearningStyles.htmlhttp://iteslj.org/Articles/ Zehler, A. (1994). Working with English Language Learners: Strategies for Elementary and Middle School Teachers. NCBE Program Information Guide Series 19. Retrieved February 29, 2012 from SUBE- English Language Learners on World Wide Web: http://www.sube.com/uploads/b1/pD/http://www.sube.com/uploads/b1/pD/ b1pDb_pcH6gJI83AbQpn7Q/Working_with_ELL_strategies.pdf