The Various Levels of Language Skills of English Language Learners RDG – Module Two a) Weekly Journal: The key points of the reading were to identify and describe the various levels of language skills that English Language Learners frequently bring to school and to describe various methods for appropriately teaching them while they gain proficiency in English. Most important is an understanding of sheltered instruction. Theoretical learning models were described as well as the characteristics of various English Language Learners and how Sheltered Instruction differs from Effective Instruction. The concepts in this lesson have major implications for my classroom. First they provide a theoretical basis for many ELL classroom strategies. A...The end:
.....rashen’s Monitor Model as well, particularly the “monitor hypothesis” as it allows a student to develop her own content skills and language acquisition skills at her own speed and level (Echevarria and Graves, 2007, p. 44-45; Suranna, 1999, pp. 1-2). In the school setting differentiated instruction provides a theoretical framework that justifies the use of a sheltered approach with ELL students. References: Echevarria, J. and Graves A. (2007). Sheltered Content Instruction Teaching English Language Learners with Diverse Abilities. Upper Saddle River, NJ: Pearson Education: Suranna, K. J. (1998). Utilizing Krashen's Monitor Model in the integration of the arts in Second Language Acquisition. (ERIC Document Reproduction Service No. ED426618).