Meeting the needs of Mexican students

Meeting the needs of Mexican students 150 150 Affordable Capstone Projects Written from Scratch

Hello writer, Please for this order 2 pages and recent reference citations, I would like you to write about how when can modify CURRICULUM to our ELL Mexican students in k 12 environment. For the other 2 pages, I would like you to write how to ASSESS these students. How to modify your assessment knowing that some of the Mexican students are low, intermediate and high in English. Please simplify your language. Thanks



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Typically, the Mexican immigrant students need to learn English to facilitate good performance in the academic tasks and allow them to keep up with the grade-level curriculum. A significant proportion of the Mexican students experience a lot of challenges in adapting to the school life of the United States of America. The challenges are mostly attributed to the little proficiency in English language as well as the fact that they possess little knowledge of the system. The difficulty in adapting is compounded by the need for adjustment to a new socio-cultural context that is different from the one in Mexico. In most cases, these students experience a lot of anxiety as a result of the difference in the teaching methods. Teaching practices that are common to American-born students may be unfamiliar to them, causing them anxiety that can inhibit the learning process. It is important for the teaching methods to be modified to enable the students to acclimatize to the new learning environment.
There have been several teaching methods that have been developed over the last several years. These methods have been field tested, implemented, and modified many times in a bid to design the most effective method for teaching the immigrants. While the model of Sheltered Instruction referred to as the Sheltered Instruction Observation Protocol (SIOP) has been deemed the most efficient strategy in helping to teach the grade-level students in content area classes, the model has come under mounting criticism (de Souza, 2017). The method aids by integrating various components of differentiated instruction, cooperative learning, as well as principles of second language acquisition.