Hi everyone! For my Blog entry #2, I decided to do a phone interview with my best friend Sandy who was brought over to the states very young. I wish I could of done a face-to-face interview with her, but she works at a hospital and is on call most of her days. But she made time to talk to me about her experiences with learning English as a second language in school.
Reflection
It was great to actually hear from my friends’ personal experience that she was grateful to have a teacher who took the time to understand her background and culture. Even though Sandy knew she had to learn English, she definitely remembers the impact of learning when her teacher understood her backgrounds and needs as a young student. She mentioned that her class was basically like a dual language program. That they would do the majority of the day in English including the times periods with the extra curricular activities and then they would have a hour to two hour session in Spanish. This type of method of teaching is the Content-Based Instruction. According to Wright “ESL teachers used content areas such as math, science, and social studies as vehicles for language instruction, though their instructional and assessment focus on English language development rather than content (Wright, 2015, p.62). Now that she has the personal experience of learning English as a second language, she bases her decisions about learning a new language with her daughter now. She knows that she will always have English at school, so she uses the time at home to speak to her in Spanish. She does not want the experience and nerves of learning a new language for her daughter. It is almost as if she wants her to not realize that she is learning something different. The acquisition-learning theory hypothesis states that this would be a subconscious process in the brain. According to the text, “we are not aware that it is happening, and we are not even aware that we possess any new knowledge that is subconsciously stored in our brains” (Wright, 2015, p. 51).
Wright, W.E. (2015). Foundations for teaching English language learners: Research, theory, policy and practice. (2nd ed.). Philadelphia, PA: Calson.
Hello Elizabeth,
ReplyDeleteIt was great hearing Sandy’s story. Here is an example of an ELL student were the teacher made an impact on her learning by getting to know Sandy, understanding her background and needs as a young student. According to Wright (2015), “teachers need to know the following about each student (1) language and literacies used at home; (2) ELP level; (3) educational history in the home country and in the United States; (4) length of time in the United States; (5) reason for immigration; (6) number of siblings; and (7) parents educational history, employment, and proficiency in English and other languages” (p. 23). An ELL students’ academic journey can be a positive opportunity when the teacher takes the time to learn and know their students.
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hi Adrene! Yes it was good for Sandy to get the support from her teacher when she was in school. All those questions that teachers need to know about ESL students make such a huge difference in their quality of education. And it also benefits the student on their culture adjustment, having to learn a new language must be scary for children because they probably think that they are giving up their home language. According to the text, “Acculturation is when immigrants and their children can adapt to the new language and culture without having to sacrifice their own” (Wright, 2015, p. 20). The more teachers know about their ESL students, the more comfort it brings to those nervous students.
DeleteIt is great when you have teachers that show the support to ELL students learning. The best approach for teachers to take, is helping students add a second language, not replace home language. According to Wright (2015), “this is called additive bilingualism” (p.21). Teachers duty is not to just to have high quality instruction, but also help ELL students adjust culturally. According to Wright (2015), ELLs may experience a cultural and linguistic mismatch between the culture and language of their home and the school’s culture and language” (p. 19). This can help ELL students have an easier and successful transition into learning English.
DeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hi Elizabeth,
ReplyDeleteThank you for sharing your interview! When Sandy mentioned how PE or her extracurricular activities of specials was in English, she was in a shelter instruction. According to Wright, this is the “grade-level content-area instruction that is provided in English but in a manner that makes it comprehensible to ELLs while promoting their English language development” (2015, pg. 92). Language learners learn in different ways through movement, listening, and even drawing, this helps develop ELLs. It was a smooth transition for Sandy when her classroom teacher also includes Spanish while learning English. As an ELL myself, I did not have that transition or support because I was placed in an English speaking only classroom. I felt that I learned slower compared to ELLs who had the opportunity in ESL classrooms.
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hi Katherine! Yes I would think that the little bit of Spanish included in her classroom did help with her transition even though most of her day was in English. In your situation, I feel that you school did not handle placing you in a classroom specifically for your needs. I am sure it was challenging to be placed in a English speaking only classroom when what you really needed what a classroom that needed both your home language and English. According to the text, “limited resources and the challenges of learning English may impede opportunities to learn, ELLs can learn and reach the highest levels of academic achievement” (Wright, 2015, p. 15) Although you had the challenges with the way they taught English, you still came out on top!
DeleteHello Elizabeth,
ReplyDeleteI enjoyed hearing your interview with your friend. I believe that her teacher did a great job about learning about her native language and culture which is something that Wright believes is critical to a child learning a second language (Wright, 2015). I also enjoyed hearing about her plans for her daughter learning both languages. I really like that she plans on not only teaching her daughter Spanish, but always keeping it in her life. I also enjoyed hearing what she struggled with because as someone who learned English in school I could relate to that. Wright states that if a teacher makes the material being taught in another language relatable then it will stick with a student more (Wright, 2015). I believe this was helpful to Sandy learning English. Also, just having a teacher who paid attention to her struggles and cared about her home language really helped too.
Hi Jennifer! Ever since her daughter was born I told her that she needs to teach her both English and Spanish. I believe Sandy did not want her daughter to go through the same difficulties with a new language later on in her life. She did state that she speaks more Spanish with her at home because she does not want her to lose the language and says that she will always have English at school. But the problem with that is whenever her daughter has an error in English; Sandy barely corrects it in time for her to learn correctly before she starts school. According to the text, “if students are never corrected, their development of oral English skills may be impeded” (Wright, 2015, p. 157).
DeleteHi Elizabeth! I think it is amazing Sandy was in a dual language program. In some of the other videos I've listened to, there was not a lot of emphasis on the student's native language but instead for them to learn English. Title II of ESEA states ELL programs must "teach English and teach academic content ... instruction in the native language is optional" which could account for the other experiences (Wright, 2015, p. 74). It seems her experience was more of sheltered experience because it "simplified the language without watering down the content, while protecting ELLs from language demands that may be beyond their comprehension" (Wright, 2015, p. 92).
ReplyDeleteWright, W. E. (2015). Foundations for teaching English language learners: Research, theory, policy, and practice. Philadelphia: Caslon Pub
Hi Veronica! Yes it was great for Sandy for her to still have the ability to keep Spanish around while at the same time as learning English. I suppose her teacher knew that the main focus was for them to learn English but still wanted her students to feel comfortable knowing that they were not completely giving up their home language. I believe her teacher had a heteroglossic perspective in her teaching methods. According to the text, “ it views bilingualism as the norm and treats the languages of bilinguals as co-existing” (Wright, 2015, p.115).
DeleteHello Elizabeth! The young boy I interviewed also had classes that were dual language classes. Therefore, he was learning in a language he knew and a language he was developing, while still increasing his knowledge in the content areas. When teaching dual language classes, I think that it is extremely important for a teacher to be fully prepared. According to Wright, "Teachers should understand the role of language in education and know something about the differences between the structure of English and that of other languages" (2010, pg. 29). Not only does this help the teacher get a better understanding, but this also helps the teacher make the better choices when teaching.
ReplyDeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hi Harlie! Yes the teachers have to be fully prepared and understanding when it comes to the ESL students needs and where they come from. I believe that if the teachers do not get a proper understanding of what the student needs, the student would have more difficulty in learning and really connecting with their teacher. According to the text “ these include everyday judgments and responses that affect students’ sense of themselves as learners, as well as decisions about reading group placement, promotion, and referral for evaluation” (Wright, 2015, p. 29).
DeleteHello Elizabeth! I completely agree. I feel as if teachers have to follow such strict guidelines when teaching and that could possibly be why kids still struggle. According to Wright, "There are many frustrated ESL teachers who find they need to create their own curriculum and make or buy their own materials because their schools and districts fail to provide them" (2010, pg. 108). This is such a shame on schools for not allowing the ELL the chance as getting better in English and in school.
DeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.