Please respond to 3 discussion questions listed below. Please send it back with one response per page and keep them numbered . ********NUMBER ONE Respond to part one discussion answer:(PAGE ONE)Usually when ELLs come to this country they are place in mainstream English classrooms where half of the class or more are native English speakers. They instantly find that teachers and school administrators speak to them in a language they don’t understand and furthermore they are pushed to learn an L2 sometimes to the detriment of the L1. That is the reality that ELLs face on a daily basis under a submersion or “sink or swim” instruction.On the other hand under the immersion modality ELLs gradually learn English language while they are still gaining mastery on their L1, which eventually makes them gain a better comprehension and maintain cultural heritage.When analyzing differences between ESL submersion and ESL immersion, it is important to mention that the goal of immersion programs is to develop bilingualism, in other words L1 and L2 weigh the same in the balance, both are equally relevant for the students achieve their maximum potential and also to reach a high proficiency in both, L1 and L2. On the contrary, submersion settings advocates for gaining proficiency in L2 which ultimately leads to experience subtractive bilingualism.This is also significant for both settings because students in immersion classes compete on a more equal scenario by having similar levels of proficiency in L1 and L2, which is not the case in submersion platforms where ELLs’ progress are compared with native speakers’ progress in the same classroom.Also, there are differences regarding the language spoken by teachers. In immersion classes educators are usually bilingual or at least have some understanding of the students’ native language which facilitates the communication and the teaching process. On the opposite, submersion educators are not in the position to provide such kind of support trough communication because in mostly of the cases they are not likely to know their students’ mother tongues.This occur because of another difference between both settings, which is the level of preparation and specialized training that teachers received in order to comply with the exigencies of each program. Educators are highly qualified to work with ELLs under immersion programs, or at least, they should be. Submersion programs are delivery by talented mainstreams teachers that even when they try to address every student’s needs regardless of their own traditional training and experience, they are not properly prepare to address ELLs needs since the principal objective is not to have proficiency in both languages but only in English.Scaffolding is a term deeply associate with instruction in general and specifically with immersion instruction because it refers not only to any type of support provided in the classroom by educators, but it is essentially focused on facilitating task-enabling support; which means that teachers should be prepared to provide students with a set of skills to help them to eventually complete any task by their own.In order to do this, teachers need to incorporate some strategies in their instructional routines such as: simplify questions, practice read-aloud techniques modeling the correct pronunciation and prosody. (One specific thing that I have learned not to do is to correct student’s pronunciation by saying “That is not the way you say this, You are wrong or You made a mistake”, etc. Whenever my students mispronounce or misspell some word I promptly repeat the word in the correct way, speaking slowly and enunciating as much as possible. By doing this they don’t feel embarrassed or diminished.Sometimes an image worth more than words and that is especially true under immersion structure. That’s why it is so important to reinforce contextual definitions by providing visual aids (any kind of realia, pictures, manipulative aids and even gestures and mimic are allowed).Using waiting time when asking questions is another strategy that give all students time to think and answer, improving their chances to successfully participate.There are a considerable amount of practices that educators can develop; in any case the leading though should be focused on trying to make the input in a new language comprehensible for all students, but especially for ELLs.*********NUMBER TWO Respond to part two discussion question answer:(PAGE 2) Both Engli
sh immersion and English submersion are programs that cater for English Language Learners, and are under the ESL – English as a Second Language – umbrella. The English immersion program is a very interesting one. While originally the concept of immersion viewed learning English in the student’s native language (Mora, 2002; Crothers, 2019), or learning the new language through another language, nowadays it is mostly seen as advancing their literacy skills in English through English with little support in their first language. Bilingual immersion is a part of ESL immersion and it can be further differentiated into bilingual immersion and dual language bilingual immersion. According to Linguanti (1999) and Crothers (2019), bilingual immersion is a program which ranges from two to four years having the goal of developing L2 skills. It involves students having a daily one hour of literacy and content instruction in their native language followed by daily Sheltered English instruction. (Crothers, 2019) The most common English immersion programs in the U.S. focus on students with Limited English Proficiency (LEP) being instructed in English, but with the focus on developing their English proficiency through the use of ESL methodology. (Torrance, 2005) There are three types of ESL immersion programs. The first is ELD or pull-out, where students are taught partly alongside their native peers and partially separate in ESL support classes. The second ESL immersion program is the Structured Immersion program, or the sheltered ESL classroom, in which the multilingual learners are taught all contents separately, mostly in English, from their native English speaking peers. The Newcomers program could be an example of this program. The third ESL immersion program is the ESL submersion in which the students are fully integrated into the general content classroom, with limited tutoring outside of it. Finally, in the ESL submersion, also known as sink or swim, are left to develop independently, and not much support is give, this being seen as the least effective of all three programs. The most important scaffold which an English Language Learner must have while in an English immersion program should be: the access to a paper and/or online bilingual dictionary as well as an English dictionary, preferably student friendly and with graphics/photos. Also, lessons should include visuals as much as possible (photos, videos etc.), graphic organizers and the instructions should be simplified, written in steps and highlighting key words or color coding them. Another crucial scaffold is having instructions or texts (reading) paired with an audio. The Read and Write app extension for Google Chrome is amazing for that. Students can use it to have the text read to them and translate key words in their native language or see the definition in English. Having texts simplified depending on the proficiency level of the student is another good scaffold, some websites adapt the text instantly, and one example is Newsela. Finally, giving the students a choice in practice assignments or in assessments is another way of ensuring students have access to content. For example, using the Flipgrid platform to record a presentation or to verbally approach a compare and contrast writing prompt. This can be accompanied by sentence starters or sentence frames, examples/modelling and vocabulary pre-viewing, word banks and word walls. The teachers can also use Flipgrid or Loom to record themselves and share their screen while giving instructions for the assignment or modelling answers.********NUMBER THREE Respond to part three discussion question answer:(PAGE 3)ESL submersion is when ELL students are placed in a sink or swim classroom situation. These students are given little to no support and learning English is thrust upon them. The theory behind this method is that students will pick up English in order to keep pace with their peers in the classroom. The students are to complete work and respond in English.ESL immersion is a method by which students are encouraged to maintain their fluency in their home language but are exposed to English speaking peers and activities so that they can slowly develop English but also maintain their home language. The idea behind this method is that the student is not replacing their language but gaining a second language. The goal in ESL immersion is that the student becomes bilingual. Responding and processing new concepts in both languages is accepted.