DESSERTATION CRITIC IN

DEVELOPMENTAL READING

SUBMITED BY: MARICRIS ALEGRE

EDU 2Y2-2

SUBMITED TO: DR. WILMER ABALOS

I.INTRODUCTION

The growing population of English language learners (ELLs) in the nation’s schools is not

limited to states like New York, California, Texas, and Florida, where their numbers have

been high for many years; now, midwestern and southeastern states are seeing the

greatest increases. For instance, the population of ELLs in Wisconsin saw a 140%

increase between 1998 and 2008 (NCELA, n.d.). Instruction for ELLs is now of relevance

to all teachers in the state, who may or may not have a background in teaching English to

speakers of other languages.

This study is focuses on how they give English language in people around the world. In

this study they promote the English language as a second language, but some people in

the world don’t have background in English language or maybe some of them understand

English but they not speak English fluently.

II.COMPARISON OF DIFFERENT VARIABLES

Sheltered instruction is an approach to teaching English language learners which

integrates language and content instruction. The phrase "sheltered instruction," original

concept, and underlying theory of comprehensible input are all credited to Stephen

Krashen. This method type is often used in mainstream secondary classrooms where the

students have a foundation of English education. A variety of instruction is use including

the theories of Vygotsky’s zone of proximal development. Instead of providing watered

down curriculum for LEP student, sheltered instruction allows for the content to be equal to

that of native English speakers while improving their grasp of the language. The teacher

provides varied methods of instruction that allow students to create meaning of

multifaceted content in classroom discussion, activities, reading and writing. Teachers call
on a number of different instruction methods such as the use of socialization practices to

allow the content to be more accessible.

Differentiated instruction and assessment, also known as differentiated learning or, in

education, simply, differentiation, is a framework or philosophy for effective teaching that

involves providing all students within their diverse classroom community of learners a

range of different avenues for understanding new information (often in the same

classroom) in terms of: acquiring content; processing, constructing, or making sense of

ideas; and developing teaching materials and assessment measures so that all students

within a classroom can learn effectively, regardless of differences in ability.

III. CONCLUSIONS:

As a part of English language learners continue growing, the ELL,s teachers can learn

more strategies for the learners, so that the learners can’t bored in the class because every

day the strategies we use is different. The learners must search or practice their English

language. Now a day’s there are so many application to use to practice our English

language. The teacher must recommend to the learners to answer some online English

test.

IV. RECOMMENDATION:

After reading this study my own recommendation for this study and strategies that teachers

can use for ELL’s. They free to use some of the strategies that use / said in the journal and

the other examples. As the other said the learners can read books, watching English

movies, read dictionary to expand vocabulary. Those examples can learners do for better

understanding in English language. Important is the willingness of the student to learn

English language.