San Juan Elementary (EDEL 434)

by bekahpenner
Last updated 5 years ago

Discipline:
Resources & Tools
Subject:
Personal
Grade:
11,12

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San Juan Elementary (EDEL 434)

1. LOCALLY ADOPTED INSTRUCTIONAL PROGRAMS. Candidates learn the purposes, goals, and content of locally adopted instructional programs associated with a local school program:Bilingual Program Model: 80/20 Two-Way Language Acquisition ProgramKey Elements related to acquiring English and supporting academic achievement: Specific Goals of Program Model: “Gives students an opportunity to attain the fluency and literacy in English and Spanish.”Specific Skills Addressed/Taught: “Our Two-Way Language Immersion Program is a unique intensive K-12 educational model where children learn to think, read, write, and communicate" naturally in two languages: English and Spanish while learning the State curriculum standards. http://sjes.capousd.ca.schoolloop.com/cms/page_view?d=x&piid=&vpid=1224306117644Who Teaches: Teachers w/ Bilingual Authorization and Credentials

San Juan Elementary

Our School:

3)DIAGRAM KEY LANGUAGE ACQUISITION THEORIES. (REFER TO SLA THEORIES 57-75 WEEK 2—CITE PEREGOY AND BOYLE, CAN ALSO LOOK AT MY PPT --- SO YOU WILL CITE PEREGOY AND BOYLE APA STYLE -- JUST LOOK AT THE SYLLABUS TO SEE HOW I WROTE OUT THE TEXT)(a) How do the theories appear to support this locally adopted program?In the Two Way Immersion Program at San Juan, “a variety of teaching strategies, learning materials and activities enhance the students’ academic learning, language acquisition and social skills” (http://sjes.capousd.ca.schoolloop.com/cms/page_view?d=x&piid=&vpid=1224306114630) are incorporated. This is seen similarly in Peregoy and Boyle’s explanations of Krashen’s Five Hypotheses when they explain that, “acquisition is a natural language development process that occurs when the target language is used in meaningful interactions with native speakers, in a manner similar to first language acquisition- with no particular attention to form, as mentioned in the Acquisition-Learning Hypothesis.” (pg. 53). Also as it says, “the student produces sentences, the monitor ‘watches’ the output to ensure correct usage. For a student to use the monitor three conditions are necessary” sufficient time, focus on grammatical form, and explicit knowledge of rules. It is easier to use the monitor for writing than speaking, as mentioned in the Monitor Hypothesis,” (pg. 54). Finally, this is highlighted in the mention of the Interactionist Perspective theory as they say, “their focus is on the ways in which native speakers modify their speech to try to make themselves understood by English-learning conversational partners. Interactionists are also interested in how non-native speakers use their budding knowledge of the new language to get their ideas across and to achieve their communicative goals,” (p. 55).(b) Which processes does this program seem to focus most on: Cognitive? Cultural? Social?From what we know, this program seems to primarily focus on the cognitive in the fact that they focus on reading, writing, speaking and listening. It also heavily focuses on social as the students work to build communication skills by taking consistent part in dialogue with each other

2) IDENTIFY STUDENTS:(a) languages spoken at the school and percentages of students who speak them;Spanish and English are spoken at the school. In the dual immersion program, 83 students are English learners with Spanish as their primary language and 75 students are English proficient with English as their primary language: http://dq.cde.ca.gov/dataquest/SpringData/StudentsByLanguage.aspx?Level=School&TheYear=2014-15&SubGroup=All&ShortYear=1415&GenderGroup=B&CDSCode=30664646027643&RecordType=EL(b) percent of free/reduced price lunch recipients:65.6% of the students (508 students) receive free or reduced priced lunches: http://dq.cde.ca.gov/dataquest/Cbeds4.asp?FreeLunch=on&cSelect=San%5EJuan%5EElementary--Capistrano%5EUnif--3066464-6027643&cChoice=SchProf1&cYear=2014-15&cLevel=School&cTopic=Profile&myTimeFrame=S&submit1=Submit (c) specific resources related to language development in your program model available for: teachers; students; and parents. use technological resources such as two computer labs, ipads, ipods, and chromebooks:http://cusd.capousd.org/cusdweb/sarcs2013-14/elementary/2014_School_Accountability_Report_Card_K-6_San_Juan_Elementary_School_20150225.pdf

5) OVERALL, WHAT ARE THE STRENGTHS AND WEAKNESSES OF THIS PROGRAM BASED ON YOUR ANALYSIS?The strengths of the program are that both languages and cultures are accepted and validated. In addition, the program is culturally inclusive as they align with the mission to hold cultural events. The weaknesses of this program is the difficulty of implementing common core and integrating the ELD standards. Just like many schools in California, it is difficult to adjust to the new standards. However, San Juan Elementary works hard to meet the needs of all their students to ensure that they are reaching for high academic standards.

4) ADDRESS THE FOLLOWING ABOUT ELS IN THIS PROGRAM:(a) Which ELs does it appear to help most (e.g., those from a particular language group or academic levels)?It appears to help spanish speakers the most. (b) How are EL students’ native languages included or considered?Both languages are taught in the classroomAre they considered (explain)? How about students’ native cultures? Are these recognized or respected?Both languages are considered as both are included in the classroom. Students’ native cultures are embraced and diversity is celebrated.Activities at the San Juan MissionReturn of the Swallows ParadeWestern Wear Days

Bekah Penner Elise De JesseAlyxe BarnesJanell EvangelistaBree VictoriaDanielle Pinson


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