Reading Artifact Reflection- Standard 2

Artifact Title: Development of Literacy and Language Learners

Date Experienced Completed: 2013 to summer of 2019

Artifact Description

My three artifacts for Standard 2 include: 1) a reflection paper that I

completed during the fall of 2013 on methods of teaching English language learners;

2) a seminar paper that I completed during the summer of 2019; and 3) an excerpt

from a Thematic Unit Lesson Plan. Both the reflection and research documents

include descriptions of language learning theories and practices used with students

of different stages in the process of reading development and language acquisition.

In the reflection paper, I explain my application of and experience with various

approaches to literacy and language instruction depending on the developmental

stages and needs of the students. In the excerpt from a thematic unit lesson plan I

clearly demonstrate how I adapt instructional methods and activities based on the

developmental stage of my students.

Wisconsin Standard Alignment

These documents best align with Standard 2 that states:

“The teacher understands how children with broad ranges of ability learn and
provides instruction that supports their intellectual, social, and personal
development.”

The content of the seminar paper presents the results of the review of

literature concerning the effects of parental involvement in early literacy programs

on parents’ English language development. This paper presents qualitative and

quantitative data on specific programs and methods that not only develop second

language learning in young children and adolescents, but also encourage and

improve the English language literacy development of the parents. Much attention

is given to the educational and social needs of adult students.

My reflection paper on methods of teaching English language learners

demonstrates my experience teaching English and second languages to students

with broad ranges of ability and stages of development, and demonstrates my

understanding of how languages are acquired in formal and informal contexts.

The excerpt from a thematic unit lesson plan clearly demonstrates my

understanding of how to adapt instruction depending on students’ development

stages. Further, this adapted guided reading lesson plan includes instructional

activities appropriate for the students, based on previous assessment data.

These documents align with UW-Platteville School of Education ksd: 1a, 1b,

1c, 1e; 2c; 3a, 3c, 3e; and 4a.

What I learned about teaching and learning from this experience:

Literacy and language learners of all stages of development benefit from

comprehensible input, including rhyme, repetition, engaging stories and meaningful

communication. Effective early literacy ELL activities are infused with the

aforementioned instructional components and can be used successfully with

language learners of all ages when appropriately selected and presented. From the
qualitative data and anecdotal evidence I read while conducting the review of

literature, I learned that the use of children’s literature with limited English

proficient adults and their children enhances motivation to learn English as a

second language, increases students’ self-perception as language learners, and

promotes appreciation and enjoyment of literature. There is a valid concern that

the use of children’s books with adult ELLs could be developmentally inappropriate

for an adult learner. However, as emphasized in the seminar paper, when materials

are carefully and purposefully selected, adult language learners can benefit in many

ways from reading children’s literature, especially by placing the adult in the

leader/teacher role while sharing English texts with young children.

“Comprehensible input” depends on the students’ developmental stage,

ability and previous experiences. Literacy and language instructors must have

knowledge of their students’ current stage of development, previous experiences,

preferred learning styles, and learning goals in order to make instruction

comprehensible and relevant. Literacy teachers--especially of second languages--

must be familiar with various theories, methods and practices, and how to adapt

instruction according to students’ developmental stages and learning contexts.

What I learned about myself as a prospective Reading teacher as a result of

this experience/artifact:

My experience teaching foreign language resonates with the conclusions of

The Coleman Report: “no single method [can] guarantee successful results (Richards

& Rodgers, 2001). Throughout the years, I have studied and implemented various
approaches to teaching languages in a variety of settings (preschool to adult;

private, public, and institutional settings). All of the approaches have advantages

and shortcomings, depending on the educational context and students’ needs and

goals. It is important for me as a literacy instructor to be familiar with and have a

basic command of various theories, methods, approaches and procedures in order

to best align instructional practices to the students’ stage of development and

desired learning outcomes.

Previously, I taught a competency-based GED program to adult ELL students.

I believe that educational setting is the “right fit” for me as an instructor, given my

preferred teaching style, personal interests and strengths. I love learning new ideas

and information through reading, and the GED program is reading intensive. I enjoy

teaching English Language Learners a variety of subject matter and helping them

develop and expand their cognitive academic language. In addition, most of the

adult students have young children, and these parents want to learn English in order

to be involved in their children’s education. Since I have several years of experience

working for a home-based early childhood program as a certified Spanish-English

interpreter, I am able to share with adult students techniques and specific literacy

activities to use with their children at home. I understand that language learners of

all stages benefit from rhyme, repetition, engaging stories and communication.

Family literacy brings all of these elements together for the benefit of all

generations. This experience has affirmed my professional goal to teach ELL in a

family literacy setting.

References:

Richards, J.C., & Rodgers, T. S. (Eds.). (2001). Approaches and methods in language

teaching (2nd ed.). New York: Cambridge University Press.