Interview Analysis Essay Example | Topics and Well Written Essays - 1000 words

Interview Analysis - Essay ExampleIn some instances, the teacher encountered difficulties training children who were blind since only a minimal number of languages are in Braille. At much(prenominal)(prenominal) times, the teachers were forced to seek the services of Braille translators who, in turn, routined computers. However, technological advancements have significantly reduced this problem since technology affords ELLs suffering from various disabilities the opportunity to learn at a similar pace as those without disabilities. From the interview, it became quite clear that ELL students culture capabilities are profoundly impacted by their cultural backgrounds. This is primarily because the cultural worlds in which culturally diverse students live encourage different attitudes, beliefs and emphasize diverse learning skills. As a consequence of this diversity, the impact on the learning abilities of ELLs is rather massive. A vast majority of schools often fail to pay scrawny attention to the differences between children, for instance, their beliefs, traditional practices and experiences, and this, in turn, proves detrimental to the students abilities to learn since it reduces the teachers capabilities to teach them effectively (Shatz & Wikinson, 2011). ... This is primarily because technology has the distinct capacity to ease the process of educating modify ELLs and make it easy for them to benefit from the technology, particularly in terms of understanding lesson content and facilitating effective assessment. The school, in this case, makes use of a number of procedures and policies, which have be to be effectual in terms of teaching ELLs. The school typically begins by identifying students who fit the ELL threshold. After identification, the schools policy requires teachers to assess such students, taking into consideration both their preferential language and English language proficiency. In essence, the school conforms to standard strategies for t he identification and assessment of ELLs (Shatz & Wikinson, 2011). In addition, the school makes use of language assessments regarding both the students English and preferred languages to ascertain the students individual abilities, as well as development in all relevant areas of learning such as reading, listening, writing and speaking (Shatz & Wikinson, 2011). However, in order to supplement information acquired from these assessments, schools and teachers typically seek information from bilingual clinicians, parents and guardians and bilingual and ESL teachers, as well as other education stakeholders who provide sociocultural information, as well as academic test data. This information is of critical importance to the education of ELL since it enables teachers appreciate the students strongest and weakest points and custom-make instruction to maximize learning effectiveness. Notably, a vast majority of ELLs present similar challenges in terms of their learning abilities. Teacher s encounter