Language Development Plan

Kaylie Searight
INST 363
Sunday, December 3, 2017
 Classroom and Student Description

This plan is designed for a Kindergarten bilingual classroom at Kemp Carver

Elementary in Bryan ISD. The classroom consists of 20 students. Each of these

students’ native language is Spanish. However, about 80% of the students can

understand and speak English. Throughout the semester, the students are working on

being able to express emotions, wants, and needs in English. About 95% of classroom

instruction is in Spanish.

The students in this room all come from a Hispanic background. Each of the

students’ family is involved in the education of their child. However, it is very common

of the parents to put full trust in the teacher. The parents of these students want their

children to be successful and care about what is being learned. However, it is very rare

for these parents to disagree with or question what their child’s teacher is presenting in

the classroom. In regards to gender, there is a higher ratio of boys to girls in the

classroom. Academically, the students vary across the board. Some students are

extremely high in academics. These students understand and speak both languages.

Being able to switch between languages and being aware of the difference comes easy

to these students. Since these students are higher in academics, they have a higher

proficiency level. On the lower end, some students struggle in academics. Since these

students struggle, it is easy to assume they struggle in English. While this may be true,

the instruction in the classroom is almost 100% in Spanish at this point in time. So, the

students who are struggling are just struggling in terms of academics and this has no

relation to their proficiency level.

 The school population at Kemp-Carver Elementary consists of mainly students

who are from a Hispanic background. There are almost 1,000 students who attend this

school. Each classroom has roughly 20 students, so there is a fair teacher to student

ratio.

The bilingual classrooms at Kemp-Carver are Transitional Bilingual Early Exit

Programs. According to Bryan and Neshyba (2016), this model is full-time and bases

the instruction on the student’s language proficiency as well as the academic potential

in both Spanish and English. The goal of this program is to eventually phase students

into a mainstream English classroom (Bilingual Education Programs section, para. 1).

After interviewing another bilingual teacher at the school who teaches older grades, the

students tend to stay in bilingual all the way up to 4th grade. Since this type of model is

full-time, the teacher has his or her students all day long, which allows a language

acquisition instruction. This model shapes what goes on in the classroom by allowing

the teachers to help English Language Learners (ELLs) build upon literacy and academic

content in their first language.

Classroom Organization
 Classroom Organization Rationale

My classroom is set up in a way that promotes active learning, small group

instruction, and a sense of community throughout the classroom. Bryan and Neshyba

(2016) suggest that classrooms should be an equal and unique learning environment

and this set up supports that (Introduction of Factors that Contribute to Effective

Multilingual and Multicultural Classroom Environment section para. 1). There are 4

rectangular tables that would serve as the students’ desks. Tables serve as a way for

students to increase their social interactions with their peers. When working in small

groups or centers, the students are better able to receive help from one another and

communicate when sitting as a group. By having the students in groups, it will be easier

for me as well when it comes to routines in the classroom. Each desk will have a name

or a color, this way I can call on a table to line up or to switch stations for example.

This helps keeps the classroom organized, especially for younger grades. This would

help an ELL become more involved socially. I could seat ELLs near other peers who I

feel are good students that would make the ELL feel welcome. Having all these

students together and interacting with one another helps with culture integration, which

according to Bryan and Neshyba (2016), helps students keep track of who they are as

an individual while adapting to a new environment at the same time (Risk Factors

Affecting the Social-Emotional Development of ELLs section, para. 3).

I have a large rug set up in front of the Smart Board. This is for whole group

instruction. By having the students on a rug, I am creating a more comfortable

environment. This creates a low stress environment which is an important factor in

welcoming an ELL. Having the students sit on the carpet also creates more

opportunities for partner talks. I could have the buddy I may assign to an ELL sit next

to him or her during rug time.

The small group table is located at the back of the room for small group

instruction. This is where ELLs would receive the most one-on-one instruction, which

would also be the most beneficial. I have this in the back of the room so that while I

am working on guided reading for example, other students in the room can work on

independent activities or centers.

In regards to other aspects of the room, I have the bookshelves near the back of

the room near a window. This would allow a quiet space for students to read to self or

to a partner. This is set up for an ELL in that this is a quiet environment, which he or

she may often need. This area could also serve as a spot for centers. The computers

are located at the back of the room so that they are not a distraction to the students

during whole group instruction time.

 Culture and Funds of Knowledge

In order to create a positive learning environment for all individuals involved, the

teacher must become a cultural mediator. A cultural mediator is an individual who

builds a bridge between the culture of a school’s environment to the culture of a

student’s family. This allows the family to become more involved and builds the

relationship that educators strive to have with students and their families. Creating this

type of environment can be done in multiple ways.

According to Bryan and Neshyba (2016), teachers must first understand that it is

important to be aware of the students’ history before entering the classroom. Their

parents or guardians were the ones who aided in the early stages of life. Understanding

that the students’ identity lies within their family history is a key component in

establishing a good relationship with students’ families (The Paradox Explored section,

para. 1). In order to promote parental involvement and connect with students’ families,

I will ensure that they understand I have their child’s best interest at heart. This can be

done by using a multitude of strategies, some more simple than others. For example,

on parent night I would invite each parent to the event. Knowing that one of my

student’s family speaks only Spanish, I could provide a translator for the parents so

they feel actively involved. Another simple task I could incorporate would be initially

sending out a parent note at the beginning of the year, depending on the school district

that note could be provided in two different languages. The note would include

information about myself, my goals for the school year, and a brief description of how

my classroom is ran. For ELLs, I could include information about their ESL instruction.
This is important for ELLs because their parents need to be able to understand if their

student is going to be pulled out for ESL instruction or will receive extra support for

language acquisition.

In regards to the campus supporting the education of English Language

Learners, it is important for all school personnel to promote a welcoming environment

to all ELLs. Hosting different school functions or events that are related to the school

population’s culture can bring in diverse families which will promote their participation

in their child’s education. The students will also become more interesting in coming to

school and being willing to learn in this type of environment. One way for the

community to promote the education of ELLs, is by inviting different members of the

community to speak about different topics in my classroom. This can be especially

important for an ELL because often times, they can relate more to someone out in the

community rather than those in their classroom. Another strategy would be taking

students on different field trips to business or attractions in the community that

embrace a diverse learning environment. As Bryan and Neshyba (2016) suggested, it is

important to understand that there three key aspects of enhancing an ELL’s education

and those are school, family, and community (Cultural Dimensions section, para. 3).

One thing I can do in my future classroom is to connect my content material to

outside learning. For example, if we cover a certain topic that can be related to culture,

it would be extremely beneficial for the student if I took them on a field trip to reinforce

what they have learned. This would also allow them to make a personal connection to

what they are learning in the classroom.

 Language Development Strategies

 Creating a comfortable classroom: According to Bryan and Neshyba (2016), this

strategy would help ELLs explore new things while feeling safe. I would incorporate this

into my methods and strategies because I want my students to feel like they are

welcomed and able to try things they would not before. Students are more likely to be

engaged and focus on instruction when they feel comfortable in a classroom (Where

and How Do Teachers Begin Developing Students’ Oral and Aural Language? section

para. 1 & 2). This is important for ELLs because often times they are the only one in the

room who may speak another language and can feel isolated. By creating this type of

environment, students will feel more welcome and encouraged to speak to other peers.

 Valuing the students’ first language: Bryan and Neshyba (2016) suggest that this is an

essential component to creating a comfortable classroom environment. It is important

that the students understand their first language can help them learn their new

language. I can do this by starting off with sounds that sound similar in both languages

(Where and How Do Teachers Begin Developing Students’ Oral and Aural Language?

section para. 4). This is important for ELLs because it is crucial that they do not lose

their first language or who they are.

 Establishing a classroom routine: According to Bryan and Neshyba (2016), this is

another practice that can foster a comfortable classroom, while also promoting learning.

Routines provided students with the structure they need every day. This can be done

by having a daily schedule that I will follow every day. For example, I can have a

routine for transitioning to independent work to stations. In regards to learning,

 routines can enhance students’ vocabulary and listening skills. If I use the same routine

every day, I will use the same words every day. These words will eventually be learned

by the students (Where and How Do Teachers Begin Developing Students’ Oral and

Aural Language? section para. 5 & 6). This is extremely important for ELLs because on

top of learning a new language, they are also exposed to a brand-new learning

environment. If they are a part of a structured classroom, their transition will be eased

and less stressful.

 Assigning a buddy: Bryan and Neshyba (2016) propose that doing this will help ELLs

adjust to a new environment. One of the strategies I will use in the future is affectively

assigning my ELL student to an English-speaking buddy that he or she can go to for

anything. This student can help with translations or provide feedback and even

corrections. This can promote oral development for ELLs in that they work on speaking

and practicing their language skills with someone he or she feels comfortable with

(Where and How Do Teachers Begin Developing Students’ Oral and Aural Language?

section para. 7-9).

 Assessing proficiency early and often: According to Bryan and Neshyba (2016), this is

an important strategy to incorporate into the classroom. It is easier to adjust different

strategies used to enhance oral development. This can be done by using the five stages

of early development. By knowing this early on, I can plan for more effective activities

and lessons for my students (Where and How Do Teachers Begin Developing Students’

Oral and Aural Language? section para. 10 & 11). Assessing early and often is
important for ELLs because, in order to move on in their transition, their teacher must

be aware of his or her proficiency level.

 Assessment

 One assessment I would incorporate into my classroom would be a formal

assessment that would actively test students during guided reading times. According

to Bryan and Neshyba (2016) defines a formal assessment as an ongoing assessment

used to monitor student progress during every day instruction (Introduction to

Formative Assessments section, para 1.) This assessment would tell me how far

along or where the students need to be in regards to their reading level. The

assessments would consist of having the student skim over an at or above grade

level book, then having them read the book on their own. The students would be

scored based off how many words they got right out of the entire total of words. This

would benefit ELLs because these assessments are one-on-one and are at their own

pace. This also helps the teacher see if the student’s proficiency level correlates with

their academic reading level. This assessment is also in the student’s natural

environment and the student will just think they are reading another book.

 Another assessment I would have in my classroom would be another informal

assessment for writing. Each day the students will be given a sentence stem, such as

“This weekend I will ____.” The students will write this in their writing journals and

then draw a picture that resembles this stem. This will assess the students’ ability to

put things in order and to describe a situation. This will be beneficial to ELLs in that

they do this on their so the students will not feel pressured.

 The last assessment would be another informal assessment that would test the

students on their listening skills. I would do an interactive read-aloud each day. After
the read aloud I would ask the students what the main idea is. During the reading, I

would also stop and ask questions to check for students understanding. I could

incorporate texts that are appealing to a different variety of students or those that

come from a different background, as Bryan and Neshyba (2016) suggest (Overview

of Formative Language Assessment for ELLs section para. 1).

 References

Bryan, K., & Neshyba, M. (2016). Esl Methods for Equity and Achievement. Kendall

Hunt Pub Co.