What minimally should be included in any program for ELLs? Why are these components critical? What can result if one or more of these components are left out of a program for ELLs?
Sample solution
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
References
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.
Sample Answer
Sample Answer
When designing programs for English Language Learners (ELLs), several key components and models are crucial to ensure effective language development and academic success. Here are some of the primary program components and models:
Content-Based Instruction
Content-based instruction (CBI) integrates language learning with subject matter content. This approach helps ELLs acquire language skills while learning other academic subjects. Key features include:
– Selecting relevant and engaging content: Aligning subject matter with the curriculum and student interests[3].
– Integrating language and content: Designing activities that require students to use language while engaging with the content, such as discussions, debates, and projects[3].
– Providing language support: Scaffolding language learning with tools like vocabulary lists, language models, and graphic organizers[3].
Sheltered Content Instruction
Sheltered content instruction adapts academic content to the language proficiency level of ELLs. This model:
– Uses English as the medium for instruction: With adaptations such as gestures and visual aids to aid understanding[4].
– Focuses on content rather than language: While still aiming to improve English proficiency[4].
– Modifies academic material: To make it accessible and comprehensible to learners, using visuals and collaborative learning activities[5].
ESL Program Models
ESL (English as a Second Language) programs cater to students from diverse language backgrounds and do not require teachers to be proficient in the students’ home languages. Key models include:
– ESL Pull-Out: Students are pulled out from mainstream classes for ESL instruction[4].
– ESL Class Period: Students receive ESL instruction during a regular class period, often grouped by English proficiency level[4].
– ESL Resource Center: A centralized location where students from several classrooms or schools receive ESL instruction[4].
Bilingual Program Models
Bilingual programs use both the students’ home language and English for instruction. These include:
– Early-Exit Bilingual Programs: Initial instruction in the first language, phased out rapidly as students are mainstreamed by the end of first or second grade[4].
– Late-Exit Bilingual Programs: Students receive 40% or more of their instruction in their first language throughout elementary school[4].
– Two-Way Bilingual Programs: Instruction in both English and the minority language, with a balance between language minority and language majority students[4].
Task-Based Language Teaching
Task-based language teaching (TBLT) emphasizes real-life tasks to motivate language learning. Key components include:
– Task selection: Choosing tasks relevant to students’ lives, such as planning a trip or participating in a debate[3].
– Preparatory activities: Activities that activate prior knowledge and introduce key vocabulary or language structures before the task[3].
– Task design: Designing tasks that require language use to achieve a clear goal, incorporating elements of collaboration and problem-solving[3].
– Planning phase: Allowing students time to plan and prepare for the task, fostering communication and idea clarification[3].
Components for Students with Interrupted Formal Education (SIFE)
For ELLs with interrupted formal education, programs often include:
– Explicit instruction in word-reading skills and academic language: Focused on literacy and study skills[5].
– Content-based literacy approach: Thematically coordinated literacy and content courses[5].
– Sheltered content instruction: Modified academic material to make it accessible and comprehensible[5].
– Intensive instruction in writing for academic purposes and reading comprehension: To prepare students for high-stakes tests and basic literacy skills[5].
Collaboration and Support
Effective programs also emphasize:
– Collaboration among stakeholders: Teachers, administrators, and other stakeholders share responsibility for educating multilingual learners[1].
– Culturally and linguistically sustaining practices: Ensuring educational experiences are student-centered and responsive to ELLs’ strengths and needs[1].
– Training for mainstream teachers: Providing training in ESL techniques to support ELLs in mainstream classrooms[5].
These components and models work together to create a comprehensive and supportive educational environment for English Language Learners.
