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In the American educational setting, ELLs struggle to receive the same levels of
opportunity for ELLs and other CLDs to employ the use of a native language while
way that does not result in an academic deficit in terms of learning abilities. The ICB method of
instruction prides itself in authentic teaching, or, in other words, applying content material as a
means of educating ELLs in language skills and vice versa (UNLV Online Education, 2017).
of English and other languages in an effort to raise overall proficiency levels of CLDs (UNLV
Online Education, 2017). ICB allows for the differentiation of learning scaffolds, based on a
range of aspects, from the emphasis on learning topics, linguistic context, themes, and hands-on
activities (Herrera & Murry, 2016). Using theses techniques, ICB has proven to be beneficial by
giving students more opportunities for social interactions with peers, additional exposure to
differentiated learning, and overall confidence in academic capabilities (Herrera & Murry, 2016).
To recap, the student selected for this study is a Salvadoran native currently enrolled in
the seventh grade in North Las Vegas. They really enjoy cooking with their mother, going to
church, playing sports, and babysitting. Their favorite class is science, and they hope to one day
be a lawyer to help and advise immigrants in the United States. They did not have an academic
record prior to their schooling here, much like Ramona from the in-class case study (UNLV
Online Education, 2017). However, their language development is rapidly increasing in the
English language, especially with increased exposure to content in the classroom setting. They
are switching back and forth from ELL to standard classroom settings on a daily basis, and the
student has become more comfortable using words and phrases in the English language in front
of peers. A combination of instructional materials in Spanish and English are being used to allow
for authentic exposure to both languages so that the student feels comfortable in terms of
grasping the academic context of learning targets and objectives. Furthermore, the student works
with a bilingual peer in the science class so that there are more opportunities for collaboration
and cooperative learning (Herrera & Murry, 2016). Additionally, they are working in an
environment that fosters literacy integration while simultaneously engaging, supporting, and
challenging each other through academic discussions (UNLV Online Education, 2017).
By providing ELL students with the ICB method of instruction, we will be able to
observe cognitive growth from a dimension in which organizational and analytical skills are
heavily emphasized (UNLV Online Education, 2017). In addition to the initial interest
inventories administered to the student, fluency levels have been assessed based on dual
language literacy. The student has been exposed to academic texts in English and Spanish, and
for those provided in English, has been paired with a reliable bilingual student who demonstrates
the ability to go back and forth in both languages with little to no overall difficulties. Also, the
student has been working on projects in class with two different bilingual partners to further
improve interpersonal communication skills while encouraging social interactions as part of the