Authentic Learning and ELLs

        

         “Authentic learning comes in many sizes: using authentic materials at the small end of the scale; designing tasks and projects for real purposes and audiences; and going out into the community and conducting SL at the larger end of the scale” (Zwahlen, 2017). Authentic learning promotes the development of linguistic and academic competency in English language learners via work that allows them to apply language and material in real-world situations. Students are more engaged when they are studying in an authentic setting. Engaged students are more motivated and empowered. Students are far more likely to retain what they have learned when their work has a purpose, is meaningful, and is personally relevant.

        Cooking recipes, restaurant menus, newspaper and magazine articles, and blogs are some ideas for teachers. Using comics and biographies by authors with similar cultural origins to ELLs can also assist to foster relationships. Educators can use genuine resources to spark conversation and reflection on real-world situations or elements of their students' life. Simultaneously, ELLs can utilize the target language in realistic situations while being secure in the classroom.

        Superheroes are the theme of my classroom. Making comics, I believe, would be a great way to interact with students and get them excited about learning. There are numerous ways to make a comic strip. This will benefit my ELLs by allowing them to design anything they want and write as best they can using the visuals they draw. Comics are a form of expression for many individuals, and it would be fascinating to see how ELLs characterize a certain situation.

With authentic assignments and projects, teachers may target a range of language learning goals. One example is ELLs and classmates  joined a naming contest for a local German Shepherd puppy as part of their vocabulary development.  Students' comfort levels and confidence improved as they learned more about police dog service work on the internet, allowing them to take greater ownership of the assignment. Their interest and enthusiasm rose as well.

Almost every student adores dogs. This is a fantastic approach to encourage students to be creative. Students can develop a digital tale on dogs if the project is expanded to include research about dogs. I can find another animal for a student to name if they don't like dogs. The only problem is that if students become very enthusiastic, they may become carried away or move in the wrong path. It will be critical to follow a rubric.

Teachers created an end-of-unit authentic project for their U.S.-based ninth-grade ELLs to enhance their knowledge of science content and growth of the writing process. It was to make picture books for their elementary school peers. The students were required to demonstrate an even deeper level of comprehension in order to teach the topic to a younger audience, which gave a real writing opportunity.

I felt this project was a fantastic concept. I would want my students to connect with the 9th grade students to be able to read the books they created. I think allowing my students to read the books that were made will get them excited. They will even get the opportunity to speak with the author. The face-to-face engagement will be beneficial to ELLs. The 9th grade ELLs will be able to demonstrate their knowledge of the topic delivered using words and pictures. The books would be beneficial to my ELL students.

To assist ELLs learn science and language at the same time, a kindergarten teacher introduced authenticity through "working word walls."  Students had gathered and dissected rocks and plants for the walls, allowing them to connect vocabulary and concepts with real examples. As students continued to develop and deepen their grasp of science and English, the walls became real tools for writing in their science notebooks.

All of these real-world learning opportunities help ELLs and all students get enthused about what they're learning. For various students, different techniques will work in different ways. “Authentic learning fosters the development of language and academic proficiency through work that allows ELLs to use language and content in realistic ways” (Zwahlen, 2017).

Reference:

Zwahlen, C. P. (2017). Authentic learning: Boosting ELL language and academic proficiency development. The International Schools Journal, 36(2), 37-43. Retrieved from https://wilkes.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/authentic-learning-boosting-ell-language-academic/docview/1926455301/se-2?accountid=62703