EDUC447 Chapter Notes - Chapter 1: Unaccompanied Minors, Absenteeism, Phonemic Awareness
19 Feb 2020
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Siop chapter 1: introduce the siop model. Some ells have strong academic backgrounds, but need more eld (english language development) - to transfer knowledge learned in home language to english. Some immigrant students have limited formal schooling; gaps in language and knowledge. Some ells grew up in the us but speak another language - some have mastered. English, some have mastered their second language, others have not mastered either. Long-term english learners - lack proficiency in english even after several years in us schools. Wealth, undocumented status, mobility, absenteeism, post-traumatic stress, violence, abuse, family reunification, unaccompanied minors, parents" level of education, etc. Ells tend to be over- or underrepresented in spec ed. Struggle to distinguish between language proficiency and learning disabilities. May need rti to improve reading skills. Gifted and talented services - also struggle to appropriately identify. Reading and writing skills in native language. Facilitates learning these skills in another language.
