READ AND ANSWER QUESTION Student Name: Class: EAL 400 Date: Month day, year Modu

READ AND ANSWER QUESTION
Student Name:
Class: EAL 400
Date: Month day, year
Module 2: Assignment: Language Orientations
Purpose
Graphic organizers are a great tool to use when teaching English language learners (ELLs). Graphic organizers are used in a number of ways. Graphic organizers divide complex tasks into manageable parts. The “It Says, I Say, So” graphic organizer helps students organize, visualize and make inferences from a text. This graphic organizer can be modified to meet the needs of students in different grade levels. As you complete the chart below, think about how you could use the chart in your classroom. Example Question
It Says I Say
And So
Read the Question
Find textual evidence that helps you answer the question. Think about what you know about the information
Combine what the text says with what you know to come up with an answer. Assignment Directions
For this assignment, you are asked to complete an “It Says, I Say, So” graphic organizer about Language Orientation. Begin by reading the following text: Hult, F., M. & Hornberger, N., H. (2016). Revisiting Orientations in Language Planning: Problem, Right, and Resource as an Analytical Heuristic. Bilingual Review/Revista Bilingüe. 33(3), 30-49. https://repository.upenn.edu/server/api/core/bitstreams/554320a6-8a32-4130-a769-ff6c6b682ea9/content
Complete the chart by reading the question in the first column
Add textual evidence about each question in the second column
Make personal connections about what you think or include what you already know in the third column Finally, synthesize the information in the last column. Question
The text says I Say (personal connection)
So (in summary)
How do you think the three fundamental orientations discussed in the text (language as problem, language as right, and language as resource) can inform your approach to teaching ELLs in your classroom?
In the context of ELLs, how might the “language as problem” orientation impact their educational experiences? What challenges could arise if this perspective is dominant in educational policies?
The “language as right” orientation focuses on compensatory legal mechanisms to address linguistic inequities. How can we ensure that ELLs’ language rights are being respected and supported in the classroom?
Considering the “language as resource” orientation, how can you leverage the linguistic diversity present in your classroom to enhance learning experiences for all students, both ELLs and native English speakers?
How can you promote the idea that linguistic diversity is an asset in your classroom, especially if your students come from various language backgrounds?
If you encounter or have encountered any challenges or resistance when advocating for linguistic rights and resources for your ELLs, how would you address (or have addressed) such challenges and resistance? i attached the reading