Social and Emotional Needs of English Language Learners

1. Social and Emotional Needs of English Language Learners Sarah Oriente Post University 2017-2018

2. ProblemHow do the social and emotional needs of ELL students affect their academic performance? • With a goal of exploring the impact of English language learners’ (ELLs) affective and social needs on academic achievement, this project examines the issue from three frameworks: the learner, the learning environment, and the curriculum and instructional strategies. • When negative influences such as anxiety, low self-esteem, low self-confidence, etc. are present, the affective filter or emotional aspect is increased, thereby reducing comprehensible input. • In the 2005 National Assessment of Educational Progress, for example, only 29 percent of ELLs scored at or above the basic level in reading, compared with 75 percent of non-ELLs. Although many factors contribute to poor academic achievement, the social and emotional needs of English language learners in the elementary school classroom directly impact students’ academic achievement.

3. Literature Review The Learner The Learning Environment Curriculum and Instructional Strategies

4. The Learner • ELL students frequently display hesitation in learning to speak English (Vazquez, 2017). There is a need for positive adult role models, needing to belong and contribute to the classroom environment and also build on their self-confidence as well as their attitude toward learning. • Vasquez believes that “it is anticipated that teachers, with a general understanding of these factors, could improve self-confident ELL in the classroom. Overall by improving students’ confidence teachers may help students pursue and succeed in furthering their education.”

5. The Learning Environment • This explores the role of the teacher, the importance of high expectations and the influence of peers. “When the affective filter is low, the learner is in an emotionally safe place. These feelings of safety lower imaginary walls, promoting more successful language acquisition. This type of environment becomes a welcoming invitation to keep learning” (Vasquez, 2017). • The school environment is of a paramount of importance to promote the learning process. Properly engaging student in the classroom can foster a positive environments. The study that Kristen Ozorio (2014) conducted examined social and emotional needs of students and the implications in developing a positive classroom. • Research has found that teachers who have established orderly and enabling classroom environments are those who are most likely to teach for understanding and meaning. (Merritt, 2017).

6. Curriculum and InstructionalStrategies • Teachers must make an effort during instruction to assure that language input is comprehensible to ELLs. Helpful suggestions for making input comprehensible include pre-teaching vocabulary, providing study guides, and graphic organizers. With these tools, teachers provide students with the scaffolding necessary to challenge but not frustrate them to the point of overwhelming or discouraging. As research suggests, feedback is as valuable to learning and comprehensible input (Nowbakht, M., & Shahnazari, M., 2015). • Research supports an important claim regarding cooperative group work, particularly in the ELLs’ classroom. Regarding the social and emotional needs of the learner, cooperative learning increases self-esteem and student motivation and helps them develop empathy (Slavin, 1985).

7. The first step in this action research project was to create a Project Management Plan, which sequenced how this project would develop towards completion. • The Project Management Plan looked at the project as a whole and how to break it apart to create an accurate project and paper. • A space was created on the PLE website (https://plemeblog.wordpress.com/) for the Capstone Project, Product/Deliverable and Share Fair project for others to view at all times. • Next, selecting a panel of experts and distributing it was very important, because they had to fill out their own piece. For the deliverable, more research had to be conducted on how to create and build efficient lessons that stimulate academic growth. • Self- assessment was significant to look at the project as a whole and be able to guide and review yourself. Discussing challenges and strategies to help other peers succeed with feedback was important for both ends. Research Design & Methodology

8. Action Research • Both quantitative and qualitative research methods are related to English Language Learners (ELL) and this Capstone project. The quantitative action research shows how promoting confidence in a foreign language classroom is important. The qualitative approaches to classroom research with English Language Learners provides an overview of qualitative research in classrooms examining ELL’s.

9. Project Management Plan

10. Deliverable There are several educational practices and conditions that researchers and experts consider important for all ELL students’ learning and school achievement. These include: Under the federal No Child Left Behind Act (NCLB), the school is responsible to provide parents information, in a language that parents understand, about the learning environment: This includes: Whether the curriculum is research-based, especially in reading and math The level of your child’s skill in speaking English How the English language instruction will help your child learn English and, at the same time, meet state academic standards The requirements to finish the English language learning program and how long it will take to complete How your child’s achievement test scores compare to other students’ in the school and district • The entire school staff is committed to improving student achievement and has high academic expectations for all students. • Curriculum that meets the state’s academic standards for what children should know and be able to do at each grade level • Use of effective bilingual or English-as-a-Second-Language (ESL) instruction • Support in the student’s first language for learning academic content • Use of research-based instruction-especially in reading and math-in the child’s general education classroom; and • Use of achievement test results to identify students who are struggling, and to make a plan for helping them.

11. Review by Panel of Experts

12. Evaluation and Assessment • The evaluation of this study took two separate forms, one ofself-evaluationpreceded with an evaluation by a panel of experts. • The evaluation of my project was completed by a panel of experts so that the researcher could benefit from the feedback of multiple perspectives. The items being assessed and looked into were if there were enough strategies present for use in the classroom or school, were the strategies suggested useful, and if the project credible and transferable to a broad audience. • The self-assessment, assessed elements including problem identification, explanation and research and the presentation of content on a Master’s level. As well as program and concentration outcomes, commitment, originality and time management.

13. Self-Assessment

14. Self- Assessment (cont.)

15. Reflection Courses for TESOL Capstone courses There were always opportunities to change, revise and use the feedback from the professor and my peers. I was never required to just do a PowerPoint or a paper. I was able to explore my technology skills by creating my own PLE and website. Students will develop and demonstrate leadership thinking in critical areas of interest within their field. For my concentration in TESOL, I was able to develop and demonstrate my knowledge and interest. I liked this the best. I was able to look at my professional career and where I want to move toward and how to evaluate how the culture, race and ethnicity affect the students learning and achievement. • I was able to develop a vision for the future of education, a personal critical and creative perspective on issues and changes in education, and several means to adapt to future realities. This course was very helpful and resourceful because I was actually able to apply what I was learning to one of my students. The Capstone project itself helped me to identify, analyze, evaluate and implement research-based education practices that went with TESOL. I looked at different types of research and had to decide what research was best for my specific project. Technology was definitely used a lot during my Masters. Not only was I required to do Discussion boards, and answer my peers, but all my research and papers were done on the computer. I was able to be creative and there was so right way to do a project.

16. Program Outcomes • Program: • Develop a vision for the future of education, a personal critical and creative perspective on issues and changes in education, and several means to adapt to future realities. • Define, understand, analyze, and use metrics to measure student, programmatic, and institutional achievement. • Demonstrate an understanding of creativity and innovation as applied to education. • Identify and use current relevant technology in the service of better learning. TESOL: • Analyze and evaluate how culture, race, and ethnicity affect student learning and achievement. • Evaluate, design, and adapt best-practice ESL/ELL instructional strategies and resources. • Evaluate, design, and adapt best-practice ESL/ELL instructional strategies and resources. • Analyze theories of second language acquisition in order to identify inhibition factors to advancing language proficiency and implement informed recommendations. • Determine and develop needs-based, quality content ESL curriculum and appropriate assessment measures.

17. Resources • GreatSchools Staff | May 20, 2015 Print article. (n.d.). Helping English Language Learners Who Struggle in School. Retrieved from https://www.greatschools.org/gk/articles/english-language-learners-who-struggle/ • Hernandez, D. L., Denton, N. A., & Macartney, S. E. (2008). Children in immigrant families: Looking to America’s future. Social Policy Report, 22, 3-22.Nowbakht, M., & Shahnazari, M. (2015, August). The Comparative Effects of Comprehensible Input, Output and Corrective Feedback on the Receptive Acquisition of L2 Vocabulary Items. Retrieved November 27, 2017, from http://eds.b.ebscohost.com.postu.idm.oclc.org/eds/detail/detail?vid=1&sid=ac5efff1-308e-4481-9a60-b217691f77aa%40sessionmgr101&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=eric&AN=EJ1127693 • Merritt. (2017, April 1). Classroom Environment. Retrieved November 27, 2017, from http://eds.b.ebscohost.com.postu.idm.oclc.org/eds/detail/detail?vid=9&sid=e815d2f3-1c4a-4ba4-9ac3-bcacf75d6624%40sessionmgr101&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=28544146&db=e0h

18. Resources cont. • Ozorio, K. (2014). Understanding Social and Emotional Needs as an Approach in Developing a Positive Classroom Environment. Retrieved November 27, 2017, from http://eds.b.ebscohost.com.postu.idm.oclc.org/eds/detail/detail?vid=7&sid=e815d2f3-1c4a-4ba4-9ac3-bcacf75d6624%40sessionmgr101&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=ED545602&db=eric • Slavin, R. (1985). Learning to cooperate, cooperating to learn. New York, NY: Plenum Press. • Teaching Strategies for English Language Learners. (n.d.). Retrieved March 19, 2018, from http://www.supportrealteachers.org/strategies-for-english-language-learners.html • Vasquez, V. (n.d.). Lowering the Affective Filter for English Language Learners Facilitates Successful Language Acquisition. Retrieved December 13, 2017, from https://www.collaborativeclassroom.org/blog/lowering-the-affective-filter-for-english-language-learners-facilitates-successful-language-acquisition • 10 Superb Learning Strategies That Teach ELL Students to Teach Themselves. (2017, July 27). Retrieved April 05, 2018, from https://www.fluentu.com/blog/educator-english/ell-strategies/