Strategies to Meet the Needs of English Learners in the Mainstream Classroom
Location
Turner Gymnasium
Access Type
Campus Access Only
Entry Number
2
Start Date
4-5-2023 12:00 PM
End Date
4-5-2023 1:30 PM
College
College of Education, Leadership Studies, and Counseling
Department
Education
Keywords
English Learners, multilingual learners, assessment, instructional strategies, reading, writing, technology integration, culturally responsive pedagogy, family engagement
Abstract
The purpose of this presentation is to condense, reflect, and present my major take-aways about teaching culturally and linguistically diverse learners in the general education classroom. This website is a toolkit that I will use and continue to build upon in the future. This assignment is both a culmination of my learning over the past fall semester, as well as a helpful resource for my work as a future educator. This website provides prospective educators, professors, and general audience, with the knowledge and skills needed to effectively instruct English Learners/multilingual learners in the general education classroom. As professionals and citizens, each of us must possess and actively use knowledge which will allow us to interact, support, and engage every person in our society. This website provides the foundational knowledge to support multilingual learners so that they can fully participate in the general education curriculum, their classroom community, and the community outside of the classroom. In addition, it is designed to provide candidates with instructional strategies to meet the needs of English Learners in the mainstream classroom. Additional topics on the website include: ELs and Writing, ELs and Reading, Family Engagement, Assessing ELs, as well as Technology in Support of ELs. Candidates may also learn about cultural competence and culturally relevant and responsive teaching. The topics, trends, and issues studied are directly tied to VDOE teacher candidate competencies, the Interstate New Teacher Assessment and Support Consortium (InTASC) standards, and Council for the Accreditation of Educator Preparation (CAEP) standards.
Faculty Mentor(s)
Dr. Victoria Hobson
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Strategies to Meet the Needs of English Learners in the Mainstream Classroom
Turner Gymnasium
The purpose of this presentation is to condense, reflect, and present my major take-aways about teaching culturally and linguistically diverse learners in the general education classroom. This website is a toolkit that I will use and continue to build upon in the future. This assignment is both a culmination of my learning over the past fall semester, as well as a helpful resource for my work as a future educator. This website provides prospective educators, professors, and general audience, with the knowledge and skills needed to effectively instruct English Learners/multilingual learners in the general education classroom. As professionals and citizens, each of us must possess and actively use knowledge which will allow us to interact, support, and engage every person in our society. This website provides the foundational knowledge to support multilingual learners so that they can fully participate in the general education curriculum, their classroom community, and the community outside of the classroom. In addition, it is designed to provide candidates with instructional strategies to meet the needs of English Learners in the mainstream classroom. Additional topics on the website include: ELs and Writing, ELs and Reading, Family Engagement, Assessing ELs, as well as Technology in Support of ELs. Candidates may also learn about cultural competence and culturally relevant and responsive teaching. The topics, trends, and issues studied are directly tied to VDOE teacher candidate competencies, the Interstate New Teacher Assessment and Support Consortium (InTASC) standards, and Council for the Accreditation of Educator Preparation (CAEP) standards.