Introduction
Teacher candidates must have the knowledge and abilities to work with various students, especially English language learners (ELLs). ELLs are students who are native speakers of a language other than English and who need assistance learning English in a classroom environment. The WIDA Can Do Descriptors can be used to evaluate an ELL’s level of language competence. A framework for evaluating and defining ELLs’ English language ability across four domains—listening, speaking, reading, and writing—is provided by the WIDA Can Do Descriptors.
Observing and Interacting with an ELL Student
In this case, I got to observe and work with an ELL student while determining the student’s level of English language competency using the WIDA Can Do Descriptors. Maria, a third-grader, was the ELL kid I saw. Maria has been in the country for two years and speaks Spanish as her first language. I spoke with Maria throughout my observation, and we collaborated on a writing exercise. I asked Maria to write a paragraph about her favorite interests for the writing exercise. Maria said, “I like playing football.” (I enjoy playing soccer.)
Assessing English Proficiency Using WIDA Can Do Descriptors
Maria’s level of English language competence falls into the Level 2 category, which is regarded as a developing level of proficiency, according to the WIDA Can Do Descriptors. Limited English communication and comprehension skills are a feature of level 2 ELLs. While they may have trouble with more complicated language and academic terminology, they can grasp and utilize certain basic words and phrases. Also, they could have trouble comprehending spoken English, especially in academic situations.
Maria’s weak command of the English language was made clear during our talk. She could reply to some straightforward inquiries but had trouble comprehending more intricate inquiries and vocab. Her writing sample revealed difficulties with syntax, sentence organization, and a restricted vocabulary. For instance, she has no subject or verb agreement in the statement “Me gusta jugar futbol.”
Instructional Supports to Develop English Language Skills
There are a few fundamental aids that might be implemented to help Maria develop her English language skills. I would start by explaining new language and concepts to Maria using visual aids like drawings and diagrams. Thanks to this, she will be able to link new terminology to everyday situations. Second, I would utilize my body language and gestures to make spoken English easier for Maria to comprehend. Her ability to relate words to their meanings will benefit from this.
Thirdly, I would structure Maria’s thoughts and help her write using visual organizers and sentence frames. She may use this to hone her writing abilities and expand her language skills. Finally, I would advise Maria to use English daily in reading and writing. Over time, this can help her increase her vocabulary and improve her language skills.
Reflection on Supporting English Language Learners in the Classroom
Reflecting on my time working with Maria, I realize how crucial it is to be patient, sympathetic, and understanding while dealing with ELLs. ELLs frequently encounter difficult obstacles while learning a new language, so providing them with the support and tools they need to succeed is critical. In my future role as a teacher, I will work to provide a learning atmosphere that is welcoming to all students, including ELLs. I will employ several instructional tactics and supports to assist ELLs in improving their English language skills and succeeding in the classroom.
Conclusion
In conclusion, utilizing the WIDA Can Do Descriptors to evaluate an ELL’s language competency is a useful technique for determining their degree of English language growth. Working with Maria has given me insight into ELLs’ difficulties while learning a new language and the value of offering them the help and tools they require. I can assist ELLs like Maria in improving their English language competence and reaching their academic objectives by employing fundamental supports like visual aids, gestures, sentence frames, and graphic organizers. In order to provide a supportive and inclusive learning environment for all students, I will continue to increase my understanding of practical tactics and procedures for dealing with ELLs as a future teacher and implement them into my teaching practices.