KEMBAR78
ESL Portfolio: Supporting CLD Students | PDF | English As A Second Or Foreign Language | Semiotics
Scribd
Upload
336 views1 page

ESL Portfolio: Supporting CLD Students

This portfolio demonstrates the author's knowledge and proficiency in educating culturally and linguistically diverse (CLD) students. It includes artifacts compiled throughout their ESL/ELL program. The overarching theme is supporting diverse student backgrounds to enhance second language acquisition and academic performance. A secondary theme is increasing student agency in the classroom. Each section illustrates how these themes have been successfully implemented. The portfolio is organized into three sections: platforms, artifact captions and standards, and artifacts from professional practice. Each piece supports the content, research, and theories discussed in the platforms.

Uploaded by

api-205202796
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
336 views1 page

ESL Portfolio: Supporting CLD Students

This portfolio demonstrates the author's knowledge and proficiency in educating culturally and linguistically diverse (CLD) students. It includes artifacts compiled throughout their ESL/ELL program. The overarching theme is supporting diverse student backgrounds to enhance second language acquisition and academic performance. A secondary theme is increasing student agency in the classroom. Each section illustrates how these themes have been successfully implemented. The portfolio is organized into three sections: platforms, artifact captions and standards, and artifacts from professional practice. Each piece supports the content, research, and theories discussed in the platforms.

Uploaded by

api-205202796
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 1

Introductory Framing Statement

This ESL portfolio demonstrates my professional knowledge and proficiency in educating


culturally and linguistically diverse (CLD) students. This portfolio includes artifacts that have been
compiled throughout my time studying in the ESL/ELL program at Kansas State University. As I
completed my portfolio, I identified the relationship between my professional practices and the
portfolio platform and artifacts. The common relationship and theme I discovered in my
portfolio was: Supporting diverse backgrounds to enhance second language acquisition and CLD
student academic performance. Throughout the course of my portfolio platform, I discuss the
importance of utilizing a CLD students diverse linguistic and cultural backgrounds in the
classroom to support language development and enhance student engagement. A secondary
theme that is present throughout the portfolio platform is student agency. Each section of the
platform and each artifact caption mention student agency as a key to enhancing student
engagement and increasing student knowledge. This secondary theme relates to the main theme
found in the portfolio because giving students agency in the classroom represents the influence
of their diverse linguistic and cultural backgrounds. Each platform section uses the two themes
to explain how these themes can be found in my professional practice and the sections illustrate
how these themes have been successfully implemented in classroom settings.
This portfolio is organized in three sections based on a chronological organization
method that I prefer. Section 1 of the portfolio includes Section One through Five portfolio
platforms. Each platform piece continues the numbering from the beginning of the section, but
includes identifying headers and footers to keep the sections separated. The second section of
the portfolio is the artifact captions and CREDE Standards. Ive grouped the captions with the
standards since each caption includes the explanation for why a specific CREDE Standard was
chosen for each artifact. The artifact captions go in order by platform sections, with the
individual section artifacts also going in chronological order. The final section of the portfolio is
comprised of the artifacts collected from my professional practice. Each artifact was chosen
because they support the relevant content, research, and theories that are mentioned in the
portfolio platform sections. Each artifact is labeled by section, so the reader can immediately
associate the artifact with the correct caption and platform section. **NEED SOME KIND OF
WRAP UP***

You might also like