Please respond to my classmate work (follow the guided in red)

Guided Response: Review several of your classmates’ posts, and analyze the specific methods presented by at least two of them. Compare their strategies to yours and provide suggestions for any additional methods. Be sure to point out any methods that may be less than effective and provide examples or evidence to support your point of view.

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(Tracy Childers) this her work below

There are 5 stages that ELL students go through. A challenge faced by teachers is, not knowing the stages of second language acquisition. Another challenge is, not knowing any strategies to help an ELL student. It is good if a teacher knows the child’s background. Some children have a difficult time learning the language because their parents are angry or resentful for having to come to this country Piper, T. (2015). They may hear their parents talking negative about English and have a fear of disappointing them if they speak the English language.

 A teacher needs to look for cues that a child may be ready to go to the next level. When an ELL child is in the writing or art center, the teacher can ask them what they wrote or drew.  The teacher can write it down and let the child see what they wrote and repeat it back to the child. An ELL child in the silent stage may get overlooked because that child never talks. The child may get use to other children answering questions for him/her. When the teacher sees or hears the child speak, (even if it is one word) give the child praise or words of encouragement. The teacher can also start a story and let each child add to the story. The teacher can read the story back to the class. 

Students need to be able to communicate with their teachers and the teacher needs to make that child feel safe and accepted. ELL students can learn the English language by watching TV, the internet and talking to English speaking friends or family Cruz, C. (April 2007).


Cruz, C. (April 2007) Stages of Language Development, Retrieved from

Piper, T. (2015). Language, learning, and culture: English language learning in today’s schools. San

Diego, CA: Bridgepoint Education, Inc.




 There are challenges faced by teachers in moving students from one level of English proficiency to another. This is because it is difficult to determine whether the students have really grasped the elements of one learning level. Some students are not good in self-expression but they very good in a particular level.

2.     Teacher-student responsibilities should be synergized through the various learning levels. The teachers should identify the roles that they need to play to move the students to a different level as well as the role of the students in ensuring they move to different learning levels.

3.     Teachers can assist the students as they transition through the learning levels by guiding them in what they should be doing and correcting them when they make mistakes. They should also encourage the students to do better.

4.     Students can increase their mastery through the learning levels through daily practice on speaking and writing English. They should not only speak proficient English at school but also at home as well as with their peers. They can increase mastery of the language through daily practice.

5.     The students should be able to inform their teachers of the different needs they have through asking questions where they need more explanation as asking for more guidance from their teachers when they need it.

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