ESOL ASSIGNMENTS: There are 3 parts to this request. 1. Discussion Module 1 (LISTED BELOW) 2. Assignment 1.1 (PLEASE PROVIDE EMAIL TO SEND INSTRUCTION DOCS AND RESOURCES TO REFER TO) 3. Assignment 1.2

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ESOL ASSIGNMENTS:

There are 3 parts to this request.

1. Discussion Module 1 (LISTED BELOW)

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2. Assignment 1.1 (PLEASE PROVIDE EMAIL TO SEND INSTRUCTION DOCS AND RESOURCES TO REFER TO)

3. Assignment 1.2 (LISTED BELOW/ PLEASE PROVIDE EMAIL TO SEND DOCS AND RESOURCES TO REFER TO)


DISCUSSION- MODULE 1: SINK OR SWIM

Advocates for English-only education assert that immersion into a regular English program is fast, efficient, and economical.

Critics disagree with this “sink or swim” approach and maintain that English-only policies discourage multiculturalism and prevent minority language students from reaching their full potential.

What is your view?  How do you think our educational system should handle the question of providing ELLs equal access to educational programs?  Outline your views and provide support.

Submission Instructions: Summary should be at least 250 WORDS, formatted and cited in current APA style.


ASSIGNMENT 1.2-

Program Placement

Purpose: To examine the major curriculum models for language instruction and determine their appropriateness for English Language Learners.

Directions: Different school districts have different placement opportunities for students.

Use the information in the previously read overviews to select an appropriate program and provide a rationale for the 5 hypothetical classroom situations you are given. You are given a choice of programs, but you may decide to choose a different program if you wish. Note that you are looking for the program that best fits the students.

Utilize the summary chart provided in the resources/article to guide you.  Be sure to check out things like entry age/grade of students for the various models, typical length of time in programs, as well as other student characteristics that will help differentiate in the student placement.

Refer to the chart overviews as you analyze the scenario. Be sure to check out things like entry age/grade of students for the various models, typical length of time in programs, as well as other student characteristics that will help differentiate between the models.

Scenario 1

A group of immigrant high school students has just arrived from Cuba. They speak little or no English and must take academic courses in English while improving their English skills at the same time.  They have had English instruction in school but speak very little.

Which ESOL Model?  Sheltered English Instruction OR Transitional Bilingual Education (TBE)?

Rationale:

Scenario 2

Immigrant children (K-2) speaking a variety of languages have just arrived in the United States. They have no background in English and their parents speak no English.

Which ESOL Model?  Transitional Bilingual Education (TBE) or Developmental Bilingual education (DBE)?

Rationale:

Scenario 3

A group of High School ESOL students needs to take a college prep test that emphasizes writing in English. They already speak English well.

Which ESOL Model?  Sheltered Instruction or Dual Language?

Rationale:

Scenario 4

A group of elementary school children has just immigrated to the United States. These children need to improve their English, but they also need to progress academically for their ages and grade levels in order to not fall behind. They all speak English fairly well because they were in bilingual programs (Spanish/English) in their native country.

Which ESOL Model?  Dual Language or Pull Out ESL?

Rationale:

Scenario 5

Middle school students have had limited schooling and are limited in literacy in their first language. They have acquired social language in English but cannot read or write in English.

Which ESOL Model?   Transitional bilingual or structured English Immersion?

Rationale:

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