Ministry of higher and secondary special education uzbekistan state university of world languages department of theoretical sciences of english language

About our source
Dr. Kami (pronounced kah-MEE) Anderson is an interculturalist, scholar, and language advocate. She holds a Master's degree in International Relations/Interdisciplinary Studies in International Communication and Anthropology from American University and a PhD in Communication and Culture from Howard University. Anderson is the Founder and CEO of Bilingual Brown Babies and the creator of a groundbreaking online program that meets Black families where they are on a bilingual journey. She is a passionate teacher for life and the girl to believe in when it comes to language, darkness, and identity.
In addition to dozens of contributions to news publications and academic and business journals, Dr. Anderson is the author of several books of his own, including From Sabotage to Support: A New Vision for Feminist Solidarity in the Workplace, co-authored with Dr. Joy Wiggins, Raising Brown Bilingual Children: Daily Strategies for Being a Confident Bilingual Family, and Language, Identity, and Choice: Raising teaching bilingual children in a global society, talking about their own experiences raising bilingual children.

2.2 Implementing Phenomenon Based Learning Into English Language Development Curriculum

While this career has given me many benefits over the past seven years, I often feel lost when trying to figure out what important lessons to plan for my students next. Should I try to help students build their English vocabulary, deepen their grammar rules, focus on conversational skills, or break down their academic vocabulary and expectations in class? other study?

When teaching in the United States, I have never been given a textbook to follow, and the only standards many English Language Development (ELD) teachers receive come from the Global Standards of Design and Construction . the four language domains of listening, reading, writing and speaking. While these are essential skills to rely on when learning an additional language, the lack of guidance leaves teachers wondering where to start to cover such a wide range.
During my years teaching English abroad, I have encountered many different types of ELD programs and school communities, and experienced many different ways of teaching English firsthand. That in itself made me realize how complicated it really is to teach this subject. There were schools that did almost nothing for the English curriculum, and I was basically given a piece of chalk and asked to teach whatever I wanted. Others have a specific set of English standards combined with clear songs and games, and each lesson has been fully planned. While some of my experiences have been less than ideal, my time teaching in various settings around the world has opened my eyes to some aspects of successful language learning that in the United States. Missing period.
While gaining global perspectives has always been particularly exciting for me, it was actually a conversation with an acquaintance that inspired me to write the platform. She told how her grandfather moved to Uzbek about 20 years ago to teach. Every time he comes back for Christmas, he smokes and raves about how wonderful it is to teach in a country that focuses on its curriculum on PhenoBL. This foundation is underpinned by the success of PhenoBL in Uzbek and how they have transformed their pedagogy into something that can be reflected in US schools, using a variety of ideologies of active learning. content and language integration (CLIL) to teach content as well as language. in ELD classrooms.¹⁰
Instead of having students learn separate lessons for each core subject, Uzbek students participate in project-based learning units that combine standards and content goals from all core subjects. (Fields, 2020). After hearing an overview of the pedagogy, I began to think about how to incorporate some of these ideologies into the high school ELD curriculum. When schools decide to use the withdrawal-assisted teaching method.
For English Language Learners (ELLs), teachers often build curriculum around the students' academic and social language development, as mentioned above. By transforming the ELD classroom into a PhenoBL-based approach to learning and teaching, students achieve both. Collaborative learning strategies are integrated into these project-based learning units by having students work together to solve problems or questions and academic language is addressed by combining standards from the respective core content classes into each learning unit.
PhenoBL helped pave the way for Uzbek to be seen as one of the most innovative and successful education systems in the world, but the country's demographic statistics play an important role in this (Naik , 2019). Uzbek has a small and relatively diverse population, which means that not only are class sizes much smaller, but the lack of linguistic diversity in the student community makes it easier for teachers to achieve their plans. this unit of study (Naick, 2019). Much research has been done on the success of PhenoBL in Uzbek, but very little has been done to show how pedagogy can be tailored to suit the ELL population, where background and ability The language ability of the student group is often very diverse. To successfully incorporate this pedagogy into the ELD curriculum in the United States, additional factors need to be considered.
As students explore real-life problems using collaborative learning strategies with their peers, they learn to draw from others' perspectives and restructure their knowledge. themselves in a more consistent way than remembering facts in a field (Naik, 2019). Instead of requiring students to take separate courses for each core content topic,students participate in project-based learning units that incorporate standards and content goals from all core content areas (Fields, 2020). Unit projects focus on an essential question that they must integrate many aspects of knowledge in order to be fully and fully understood. These projects not only allow students to learn about specific topics in their own way, but also personalize learning to the point of making what each student learns so much more meaningful. Instead of asking students to memorize facts for the sole purpose of passing an exam, students are taught how to solve problems in multiple ways (Fields, 2020). Most projects last about a month and are usually team projects. During this time, students continually use collaborative learning strategies to achieve each of their goals and objectives.
Since this pedagogy has been practiced in Uzbek for some time, it has produced many examples of successful unit projects over the years. However, the goal of this important project is to explain how to integrate these ideals into high school ELD curricula in the United States, because undertaking these projects will not only improve academic language students in all subjects, but also create - teach them the language in a more personalized and meaningful way.
One way to implement this pedagogy in the ELD program basis is to integrate the four WIDA language areas into everyday classroom interactions while working on these unit projects. WIDA's four language domains are: listening, reading, speaking and writing. Each of these language areas is an essential part of a teacher-created lesson plan. These are essential skills that students will need to continually develop and practice to pass the ACCESS tests as well as their overall language development. In the following chapters, I examines in more detail how exactly these four skills can be integrated into everyday teaching and provides examples of how they fit into PhenoBL projects.
The WIDA assessment system is widely used throughout the United States, and teachers who are licensed to teach English language learners have undergone training in teaching these language areas to their students. Since the teachers have received WIDA training, much of the time has been spent combining the different types of language objectives with the content objectives covered in each unit. This section of the platform reiterates what many teachers have been introduced to and expands on these ideas with more creative and effective ways to implement them in everyday instruction. It is important that these language areas and goals are closely linked to the PhenoBL pedagogy, because without them, this classroom model would not be as effective as it should be.
The next part of this project focuses on cooperative learning and blended learning strategies. These strategies give students the opportunity to feel like an important part of their daily learning at school, while also working as a team towards a meaningful goal. Collaboration strategies also help students understand a variety of perspectives and learn to form their own opinions based on what they are exposed to. With the right amount of instruction and culturally appropriate learning materials provided in each collaborative mission, it can have a positive impact in many ways. The platform looks at some effective methods for using these models, but also discusses what to avoid when building these projects for students. Strategies for success using this form of learning were discussed in detail during the workshop, and the information was also shared with other teachers in the district, either through audio recordings or by supporting themselves. at the meeting. ¹¹
The fourth and final component of professional development courses is to train teachers to be culturally sensitive educators who provide students with culturally appropriate materials. chemical. Many Culture and Language Excellence Teachers (CLDEs) are accepting their culturally chosen career path, but this part of the panel aims to make them more aware of how they can culturally sensitive. This workshop day showed teachers how to create the most engaging and user-friendly classroom imaginable coming every day, with a curriculum that reflects this. Teachers may be the kindest, friendliest people in the world, but when the content they teach is not relevant to their students, the learning that takes place will struggle to achieve its goals. By creating collaborative learning projects based on phenomena, students will not only be exposed to a variety of content, but will also be able to explore this information with their peers and have academic discussions with them. classmates who can help them approach different ways of thinking. This part of the workshop focused on inclusion, as well as the importance of being the teacher facilitator these students need to succeed academically.
These professional development workshops were held for high school teachers of English as a Second Language, also known as Language and Cultural Diversity (CLDE) teachers, in a Colorado school district. As of this writing, teachers at CLDE had to teach their students a whole new language with very little documentation. This is a relatively small and focused group as they are the only CLDE teachers in the district, so most participants have the same basic knowledge of what works and where it can be done. improvements in ELD classrooms. All teachers have experience teaching high school students, with very similar language skills that mirror the population of Colorado Springs.
The professional development courses the platform focuses on include three days of introductory material on the desired elements for building the desired ELD program used in the district. After three hours of introductory workshops followed by three more meetings throughout the school year to check in with teachers on how implementation is going in their ELD classrooms and work together to help them teaching this pedagogy in the most effective way. feasible plan. This is covered extensively in Chapters Two and Three, but Chapter Two mainly focuses on the research that has been done on these topics to date. Chapter Four details lesson plans specific to each teaching day and how they are implemented throughout the workshop. These four concepts and characteristics have the potential to create an ideal classroom and curriculum environment for ELLs, and the goal of this platform is to provide the necessary framework for teachers to learn how to build education program.