Create a brochure for immigrant families in your community that contains at least three community resources that support English acquisition.For each resource include:The name of the resource or organization.The URL of their website or relevant contact information (if applicable).A brief explanation of how each resource or organization supports English acquisition.Include a 250-500 word statement regarding culture and learning. Your statement should include:Examples of how culture affects learning.Examples of sociocultural influences on ELLs.A discussion regarding bilingualism and home language use in ELL classroom learning.Support this statement with at least three scholarly resources.While APA style is not required for this assignment, solid academic writing is expected, and in-text citations and references should be presented using the documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.This assignment uses a grading rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite.
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ESL 533- – -Topic 6 Week 6 Assignment
Create a brochure for immigrant families in your community that contains at least three community resources that support English
acquisition.
For each resource include:
1. The name of the resource or organization.
2.
The URL of their website or relevant contact information (if applicable).
3.
A brief explanation of how each resource or organization supports English acquisition.
Include a 250-500 word statement regarding culture and learning. Your statement should include:
1. Examples of how culture affects learning.
2.
Examples of sociocultural influences on ELLs.
3.
A discussion regarding bilingualism and home language use in ELL classroom learning.
Support this statement with at least three scholarly resources.
While APA style is not required for this assignment, solid academic writing is expected, and in-text citations and references should
be presented using the documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a grading rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations
for successful completion.
You are required to submit this assignment to LopesWrite.
Brochure Resources in the State of Georgia
English Learner Resources and Support in Georgia
With an approximate ELL enrollment of 5.5% among grades K-12, Georgia has 94,034 English
Language Learners in the state public school system as of years 2012-2013. 78.2% of ELL students in
Georgia speak Spanish, followed by Vietnamese, Korean, and Chinese representing the most
common languages spoken by the families of these students.
The following is a list of useful resources and programs for ELL students living in Georgia.
State of Georgia Informational Resources:
•
•
•
•
•
Georgia State Board of Education http://www.doe.k12.ga.us/Pages/Home.aspx
ELL Support Page http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculumand-Instruction/Pages/English-to-Speakers-of-Other-Languages-%28ESOL%29-and-TitleIII.aspx
ELL Curriculum Resources Page http://www.gadoe.org/Curriculum-Instruction-andAssessment/Curriculum-and-Instruction/Pages/ESOL-Resources.aspx
WIDA English Language Development Standards https://www.wida.us/standards/eld.aspx
WIDA (World-Class Instructional Design and Assessment) is an organization comprised of various
states within the U.S. whose mission is to improve the standards of bilingual education policies and
monitor the positive progress and achievement of ELLs in the United States.
Title III Information http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculumand-Instruction/Pages/English-to-Speakers-of-Other-Languages-%28ESOL%29-and-TitleIII.aspx
Educational Programs and Learning Resources
•
•
•
•
•
•
Georgia Parent Information Resource Centers (PIRC) The PIRC helps to improve literacy skills in
children living in impoverished communities and offers assistance to encourage positive parental
engagement of students in grades K-12. In addition, they provide various other services to promote
successful academic outcomes in students. http://www.nationalpirc.org/directory/GA.html
Georgia Association of Educators The Georgia branch of the National Education Association, the
foremost lobbying group in the United States advocating for standards in teaching, increased
resources for education, and protecting the rights of teachers of all grade
levels. http://www.nea.org/home/49853.htm
Georgia TESOL The Georgia affiliate of the nationwide organization Teaching English to Speakers of
Other Languages (TESOL), dedicated to advancing the cause of English Language Learners and their
educators. http://www.gatesol.org/
The Latino Family Literacy Project A program promoting parental engagement, teaching families how
to read together by establishing a reading routine in order to learn the English
vocabulary. https://www.lecturabooks.com/parent-programs/
The Latino Family Literacy Project Professional Development Workshops Training classes to assist
teachers, aides, and parent coordinators with implementing the lesson plans of The Latino Family
Literacy Project, compatible with Title I and Title III Parent involvement
initiatives. https://www.latinoliteracy.com/workshops/
Family Phonics Workbooks An English vocabulary program for parents and children learning English
that uses a simple method to teach parents strong English vocabulary and proper pronunciation
through the use of phonics. https://www.lecturabooks.com/family-phonics-workbooks/
Stay updated with the latest information about ELLs by following our Facebook and Twitter pages. We
post new information every day.
References
http://www.migrationpolicy.org/research/states-and-districts-highest-number-and-share-englishlanguage-learners
http://www.migrationpolicy.org/research/top-languages-spoken-english-language-learners-nationallyand-state
Rubric Targets Below is for a score of 100.00 %
Category
100.0 Content/Resource Requirements: Brochure includes a variety of actual resources (e.g., website, organization,
and agency). Each resource is explained and contact information is included.
20.0
Brochure demonstrates thoughtful selection of at least three resources. Includes a thorough explanation of each resource and
provides all required contact information for each resource.
English Language Acquisition Support
20.0
Includes at least three resources that clearly and appropriately support English language acquisition.
Aesthetic Quality
5.0
Design is clean. Skillful handling of text and visuals creates a distinctive and effective presentation. Overall, effective and
functional audio, text, or visuals are evident.
Appropriateness
5.0
Shows a deep understanding of the audience and the situation by selecting material that enhances understanding. Created tools,
techniques, or paradigms that effectively achieve the desired goal.
Originality
5.0
The product shows significant evidence of originality and inventiveness. The majority of the content, and many of the ideas, are
fresh, original, inventive, and based upon logical conclusions and sound research.
Statement Regarding Culture and Learning
30.0
Statement clearly and insightfully addresses all three prompts.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
10.0
Prose is completely free of mechanical errors. A variety of effective sentence structures are utilized. Writing is engaging and
practice related language is utilized.
APA Style Requirements for Sources
5.0
In-text citations and a references page are complete. The documentation of cited sources is free of errors.
Total Percentage 100
Who We Are
About Us
We are a community resource that help
support English acquisition.
Contact Us
1-Language
http://www.1-language.com/
Phone: 919-555-5555
Email: [email protected]
Web: Web address
Explanation
The 1-Language significantly supports
the acquisition of English language
through the provision of online English
WORLD OF
ELL.
courses. In this case, individuals are at a
position of learning the basics of
language through four stages which
include starter, elementary, preelementary and post-elementary.
WORLD OF ELL.
5421 Boone Rd.
Raleigh, N.C. 27617
The open language community
supports English acquisition through
the development of the most pertinent
practices for obtaining resources in
relation to English language. The
language community has a virtual
Learning is not a waste you still have
room for growth!
library that has various English
It supports significant tools that are
resources that aid in the acquisition of
deployed in the supporting of English
English language.
Language acquisition. In addition, it
enhances the acquisition of other
languages such as Spanish and French.
The road to success
“Don’t be shy! Push hard for
Open Language Community
what you want. Move forward
http://www.language-archives.org/
never look back!”
Explanation
Language Guide
http://www.languageguide.org/
Explanation
1. Examples of how culture affects learning.
Culture has a significant impact on the process of learning. For instance, the education framework of the countries in the US is based on
individualism (Demir, 2014). Teachers require that learners are independent and provide students with information and guidance in relation to the
areas of study. Students are also highly encouraged to learn and work on their own with minimal collaboration. Learners whose origin is from
community based culture in which collaboration is emphasized usually have a hard time more especially if they are dependent on teachers ‘ or
lectures support (Lai,2013). Secondly, culture influences the learning style. In this scenario, students that come from some cultures get instruction
through observations. Some culture regard verbal instructions while others prefer written instructions.
2. Examples of sociocultural influences on ELLs.
In relation to sociocultural factors, it is noted that peer interaction has a remarkable impact on the English Learning Languages and is pivotal in
reviews that require peer support more especially in oral activities. Lai (2013), in his study on cultural acquisition noted that interaction with peers
had a positive impact on peer interaction. Feedback is also an aspect of socio-culture that has a negative influence on English Learning Language.
However, Some-Guiebre (2015) asserts that feedback may be important when dealing with English Learning Language
3. A discussion regarding bilingualism and home language use in ELL classroom learning.
It is important that bilingual learners are encouraged to deploy home language in classroom learning. Given it that it is possible such learners
ought to be provided with learning material in relation to native language. Home language use should also be encouraged since it has the
potentiality of shaping the identity of the learner as well as makes them to value heritage and culture while learning.
References
Demir, H. (2014). Socio-cultural Factors in Second Language Learning: A Case Study of Adventurous Adult Language Learners. European Journal
Of Educational Research, 3(4), 185-191. http://dx.doi.org/10.12973/eu-jer.3.4.185
GmbH, L. (2017). Learn Spanish, French or Other Languages Online – Babbel.com. Babbel.com. Retrieved 1 June 2017, from
https://www.babbel.com/
Lai, H. (2013). Learning English as an International Language: EFL Learners’ Perceptions of Cultural Knowledge Acquisition in the English
Classroom. Asian Social Science, 10(1). http://dx.doi.org/10.5539/ass.v10n1p1
Learn a Language – Share a Language – LanguageGuide.org. (2017). Languageguide.org. Retrieved 1 June 2017, from
http://www.languageguide.org/
Learn English Online: Free English Courses To Improve Your English. (2017). 1-language.com. Retrieved 1 June 2017, from http://www.1language.com/
Open Language Archives Community. (2017). Language-archives.org. Retrieved 1 June 2017, from http://www.language-archives.org/
Some-Guiebre, E. (2015). Mainstreaming English Language Learners: Does It Promote or Hinder Literacy Development?. English Language
Teaching, 9(1), 33. http://dx.doi.org/10.5539/elt.v9n1p33
Course Code
ESL-533
Class Code
ESL-533-O502
Criteria
Percentage
Category
100.0%
Content/Resource Requirements: Brochure
includes a variety of actual resources (e.g.,
website, organization, and agency). Each
resource is explained and contact information is
included.
20.0%
English Language Acquisition Support
20.0%
Aesthetic Quality
5.0%
Appropriateness
5.0%
Originality
5.0%
Statement Regarding Culture and Learning
30.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, and language use)
10.0%
APA Style Requirements for Sources
5.0%
Total Weightage
100%
Community Resources Brochure
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
100.0
Insufficient (69.00%)
Brochure includes fewer than three resources. Includes some
explanation of each resource and provides some required
contact information.
Many of the resources included do not adequately support
English language acquisition.
Design detracts from purpose. Text and visuals are too
simplistic, cluttered, and busy. Little or no creativity or
inventiveness is present.
Selected tool, technique, or paradigm does not relate to the
project or course goal. Materials selected (photos, sound
files, video clips, apparel, illustrations, etc.) are not
appropriate for the audience and the situation and are
inadequately developed.
The work is a minimal collection or rehash of other people’s
ideas, products, images, or inventions. There is no evidence
of new thought.
Statement is present and addresses all three prompts, but is
vague or poorly developed.
Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language or word choice are
present. Sentence structure is correct but not varied.
References page is present, but citations are inconsistently
used.
Approaching (74.00%)
Brochure includes at least three resources. Includes some
explanation of each resource and provides required contact
information.
At least one of the three resources included could more
adequately support English language acquisition.
Design is clean, with a few exceptions. Materials add to, not
detract from, the presentation. Materials used were quality
products and easy to see or hear.
Selected tool, technique, or paradigm achieves a basic
representation as defined in the project or course guideline.
Selected materials (photos, sound files, video clips, apparel,
illustrations, etc.) are appropriate for the audience and the
situation, but some of the development of the material is
inadequate.
The product shows evidence of originality. While based on
other people’s ideas, products, images, or inventions, the
work does offer some new insights.
Statement is present and addresses all three prompts, but
could be presented more fully.
Some mechanical errors or typos are present but are not
overly distracting to the reader. Correct and varied sentence
structure and audience-appropriate language are employed.
References page is included. Sources are appropriately
documented, although some errors may be present.
Acceptable (87.00%)
Brochure includes at least three resources. Includes a clear
explanation of each resource and provides required contact
information for each resource.
Includes at least three resources that adequately support
English language acquisition.
Design is appropriate and integrates a variety of objects,
charts, and graphs to amplify the message.
Selected an effective tool, technique, or paradigm to achieve
the desired goal as defined in the project or course guideline.
Selected materials (photos, sound files, video clips, apparel,
illustrations, etc.) are appropriate for the audience and the
situation.
The product shows evidence of originality and inventiveness.
While based somewhat on other people’s ideas, products,
images, or inventions, the work extends beyond that
collection to offer new insights.
Statement is present and adequately addresses all three
prompts.
Prose is largely free of mechanical errors, although a few may
be present. A variety of effective sentence structures are
utilized.
References page is present and fully inclusive of all cited
sources. Documentation is appropriate and citation style is
usually correct.
Target (100.00%)
Brochure demonstrates thoughtful selection of at least three
resources. Includes a thorough explanation of each resource
and provides all required contact information for each
resource.
Includes at least three resources that clearly and
appropriately support English language acquisition.
Design is clean. Skillful handling of text and visuals creates a
distinctive and effective presentation. Overall, effective and
functional audio, text, or visuals are evident.
Shows a deep understanding of the audience and the
situation by selecting material that enhances understanding.
Created tools, techniques, or paradigms that effectively
achieve the desired goal.
The product shows significant evidence of originality and
inventiveness. The majority of the content, and many of the
ideas, are fresh, original, inventive, and based upon logical
conclusions and sound research.
Statement clearly and insightfully addresses all three
prompts.
Comments
Prose is completely free of mechanical errors. A variety of
effective sentence structures are utilized. Writing is engaging
and practice related language is utilized.
In-text citations and a references page are complete. The
documentation of cited sources is free of errors.
Points Earned
ESL 533- – -Topic 6 Week 6 Assignment community resources at the bottom
Create a brochure for immigrant families in your community that contains at least three community resources that support English
acquisition.
For each resource include:
1. The name of the resource or organization.
2.
The URL of their website or relevant contact information (if applicable).
3.
A brief explanation of how each resource or organization supports English acquisition.
Include a 250-500 word statement regarding culture and learning. Your statement should include:
1. Examples of how culture affects learning.
2.
Examples of sociocultural influences on ELLs.
3.
A discussion regarding bilingualism and home language use in ELL classroom learning.
Support this statement with at least three scholarly resources.
While APA style is not required for this assignment, solid academic writing is expected, and in-text citations and references should
be presented using the documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a grading rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations
for successful completion.
You are required to submit this assignment to LopesWrite.
Reading Study Material
1.
Family Literacy and Second Language
Literacy Research: Focus on Language
Minority Children
Read “Family Literacy and Second Language Literacy Research: Focus on Language Minority Children,” by Yildirim, from Journal of
Language and Linguistic Studies (2013).
URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsihs&AN=edsihs.14682057
1550078&site=eds-live&scope=site
2.
Read “Encouraging Spanish-Speaking Families’ Involvement Through Dichos,” by Sanchez, Plata, Grosso, and Leird, from Journal of
Latinos & Education (2010).
URL: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=51818356&site=edslive&scope=site
3.
Read “Building School Partnerships with Culturally and Linguistically Diverse Families,” by Colombo, from Phi Delta Kappan (2006).
URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.20442246&si
te=eds-live&scope=site
4.
Read “Walking the Walk: Portraits in Leadership for Family Engagement in Urban Schools,” by Auerbach, from the School Community
Journal (2009).
URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=508
059150&site=eds-live&scope=site
5.
Read “Parent Participation,” located on the Colorín Colorado website.
URL: http://www.colorincolorado.org/principals/family/participation/
Brochure Resources in the State of Georgia
English Learner Resources and Support in Georgia
With an approximate ELL enrollment of 5.5% among grades K-12, Georgia has 94,034 English
Language Learners in the state public school system as of years 2012-2013. 78.2% of ELL students in
Georgia speak Spanish, followed by Vietnamese, Korean, and Chinese representing the most
common languages spoken by the families of …
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