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Field Work 6

Name

Instructor

Course

Professor

Date
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Field Work 6

My fieldwork is in a diverse Bronx Pre-K class where most youngsters are Spanish

speakers learning English. This assignment will monitor and analyze these emerging bilingual

students' English acquisition stages and consider their learning experiences.

While teaching four-year-olds, I saw different stages of English acquisition: pre-

production, early production, speech emergence, and middle fluency. Many pupils started the

year with poor English verbal communication. They were in the silent period, listening and

learning English (Annex, 2023). They spoke Spanish and were bashful when spoken in English.

Some pupils began early output as the year progressed. They used English one- to two-word

phrases and basic sentences. These requests for toys or snacks demonstrated a willingness to

experiment with the new language. Students' English skills improved over time. Despite essential

words and grammatical faults, they spoke English more confidently. They started using daily and

classroom vocabulary. Some kids reached intermediate fluency late in the year. They could use

more complicated English sentences and have essential dialogues with peers and teachers.

English grammar and vocabulary improved.

Discussion with the Cooperating Teacher

We discussed these English acquisition stages. The teacher stressed the need for a

friendly and inclusive atmosphere for English and Spanish language development. The teacher

wanted to help kids learn English by validating their original tongue. The teacher stressed

employing various instructional methods to meet pupils' various requirements. Visuals, hands-on

activities, and language immersion were used. The teacher also stressed the importance of peer

contact and teamwork, which helps pupils learn and encourage each other in their language

journey.
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Reflection

This fieldwork experience illuminated English acquisition for rising bilingual pupils.

Each student learns at their own pace, so it is essential to acknowledge their accomplishments. It

also stressed the importance of a friendly, inclusive learning environment that values students'

linguistic and cultural diversity. As an educator, I have discovered that language development

goes beyond ESL. It involves multilingualism, using students' native languages, and developing

cross-cultural understanding in the classroom. Educators may help emerging bilingual students

succeed academically and psychologically by respecting and encouraging them.

In conclusion, seeing four-year-old Bronx emerging multilingual youngsters learn

English has been fascinating. Language unites civilizations and improves social interactions, it

showed. As future educators, we must build inclusive learning settings that promote diversity

and foster linguistic progress for all children, regardless of language background.
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References

Annex. (2023). 5 STAGE MODEL OF ENGLISH AS AN ADDITIONAL LANGUAGE

ACQUISITION STAGE A (New to English) STAGE B (Early Acquisition) STAGE C

(Developing Competence) STAGE D (Competent) STAGE E (Fluent) SPEAKING AND

LISTENING. https://hwb.gov.wales/api/storage/cefd3a14-bdf9-4db1-a8de-

ed00199173b8/AnnexA5stagemodeloflanguageacquisition.pdf