Entry 1: Reflection
As mentioned in my video, my
experience with learning a second language is limited, but I have established firm beliefs on how I would like to see second language being taught in my classroom.
Based on my own experiences, it is clear to me that students learn best by
practicing the language within its real-world setting, rather than by
consolidating their learning into meaningless memorization activities.
According to Wright (2015), English language learning students used to be
pulled out of their classrooms to learn English separate from the remaining
students. I believe that it is the job of the general education teacher to help
identify the level of English proficiency that the child is at so that they can
help the student learn within the classroom environment as much as possible.
Removing the student from the classroom should not always be the answer for
providing learning resources, as the child will benefit from interacting with
their English-speaking peers.
When I think about the amount of
diversity in my future classroom, I do feel a bit nervous that I lack the
experience with children who do not speak English as their first language. I
understand that a good majority of classrooms in the Houston area will have
ELLs, and it is my responsibility to provide them with the help that they need
so that everyone has an equal opportunity to learn. I am hoping that this class
will help provide me with strategies and methods that I can utilize in my
future classroom.
Wright, Wayne. Foundations for Teaching English Language
Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon,
2015. Print. Second Edition.
Hi Morgan! I really liked your video and am looking forward to working with you in this class. I am on the same page as you with the limited experience with learning a second language. I like the point that you made about it being the general education teacher's job to help identify that level of English proficiency in a student. This is very similar to what Wright said in the book. He said, "all teachers share in the responsibility of meeting the language and academic needs of ELLs" (2010, page 2). I totally agree with this. Removing the students from the classroom is not always beneficial to the student. I agree that this is also much less beneficial than allowing them to interact with their English-speaking peers.
ReplyDeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
DeleteOur responsibilities as educators do not stop at just identifying the students' English proficiency. According to Wright, we also need to be aware of the countries the students (or their families) are from, the languages they speak, their culture, how long have they lived in America, and a number of other factors (Wright, 2015, p. 16). In order for our instruction and interactions with these students to be successful, we must seek answers to all of these questions. The more we know, the more assistance we will be able to provide.
DeleteWright, Wayne. Foundations for Teaching English Language Learners:
Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second
Edition.
Hi Morgan! I think it was really great that your video emphasized the importance of your ELL students’ adjustment. According to wright, “helping ELLs succeed academically requires helping them adjust to the culture of the school and classroom.” (2010, page 10) The comments you made in your video show how you plan to step up as a teacher and include all of your students regardless of what their primary language is. There is also something to be made of your positive outlook toward different languages even though your only speak English. By being mindful of your students’ differences you will also be able to set a great example for your non ELL students on how to socialize with people of different cultures. This will help to build a strong sense of community within your classroom.
ReplyDeleteWright, Wayne. Foundations for Teaching English Language Learners:
DeleteResearch, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second
Edition.
Many of the issues that arise with second language learners are that the teacher is not displaying the proper amount of interest in their students. Our attitudes toward ELLs ultimately determines their language capabilities. Wright explains that ELLs, "academic success depends in large part on how the school and the wider society treat them" (Wright, 2015, p.19). Students are commonly more motivated when they know that their teachers are showing interest in them and building a relationship.
DeleteWright, Wayne. Foundations for Teaching English Language Learners:
Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second
Edition.
Hello Morgan!
ReplyDeleteYou did a great job on your introduction video. During my student teaching 1 semester, I spoke with the bilingual teachers at my school to see what methods they used for teaching their English language learners English. Both had mention that they used a lot of role playing real world scenarios. Having just heard about this method, I thought this was interesting to hear in your video. You also mention in your video that there are many English language learner in Houston. Data from NCELA’s 2011 study (cited in Wright 2015) shows that Texas itself has 726,062 English language learners (15%) living here (p. 7). I do believe that this number has grown since then and will continue to grow. So, there will be more English language learners when we have our own classes.
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
That's cool that you were able to talk to some experienced practitioners. When interviewing a second language learner for my vlog 2, she explained that spending time with other students that spoke the language was beneficial to her and this highlights the purpose of natural experiences. Wright explains that, "teachers who understand second language development and who engage in effective instructional and authentic assessment practices speak to their students and talk to them every day" (Wright, 2015, p.4). We should be giving our students as many opportunities to speak their second language as possible. A good activity that I saw in my observations was during the morning circle meetings. Each student was required to tell a story about a topic, and this encouraged the ELLs to talk to their teacher and peers.
DeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hey Morgan,
ReplyDeleteI think you did a great job on your video and I think we have a lot in common. I was born in the U.S. as well and my family and I only speak English. I took Spanish in high school as well, and my favorite activity we did was role playing just like you experienced as well! You mentioned in your video how you want to be educated on how to best teach ELL students. It sounds like you have a positive perspective on teaching ELL's which will result in positive classroom environment. "The ways educators choose to view their ELL's affect the ways they organize teaching and learning in their classes and the ways administrators structure programs in their schools and districts (Wright, 2015, p. 2). You said how important you think it is for America to take learning a second language more seriously and I agree with you because "the United States has always been a nation of immigrants and is currently experiencing high rates of immigration" (Wright, 2015, p. 6). As future teachers we need to be prepared to teach these children from other countries in the best way possible.
Wright, Wayne. Foundations for Teaching English Language Learners:
DeleteResearch, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second
Edition.
Hello Tori! I agree with that you that the United States should take learning English as a second language more seriously. According to Wright (2010) the US government created an act called the No Child Left Behind Act. In this act the students are learning English as a second language and students who are not ELLs will receive the same treatment. For example, these students will receive the same resources such textbooks, teachers with the same qualifications. This act calls for testing of the students before being labeled as ELL students.
DeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2010. Print. First Edition.
Along with learning a second language, the book also highlights the importance of helping students maintain their first language. Wright says that it is important to encourage, "ELLs to maintain and develop their home languages while they develop proficiency in English" because it will in turn strengthen their English. Students that already have a decent understanding of their native language and its components have the upper hand. Those who learn to read in their native language have a greater advantage over those who do not because they understand symbol-sound relationships.
DeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2010. Print. First Edition.
Hello Morgan,
ReplyDeleteI do not have much experience in a second language as well. I know that even though my experience is limited, we as educators, can still make a change and impact on an ELLs life. I used to think that only bilingual teachers were the only educators that were able to teach ELLs. As I am learning there is so much more we can do to help educate ELLs without knowing their home language. We must do our part to know our language, so we can help with the transition of ELLs learning. According to Wright (2015), “teachers must have a thorough understanding of language. These include, Teacher as communicator, must know enough about the structure of language, Teacher as educator, need to know which language problems will resolve themselves and which problems need attention or intervention. Teacher as evaluator, not making a judgement on a student’s behavior, reading placement, etc. Teacher as an educated human being, should understand the role of language in education. Teacher as agent of socialization, might be the first interaction a student has socially from outside the home” (p.29). There is a lot that educators can learn and do for ELL students that can help give them the academic success they need each school year.
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Assuming that bilingual teachers, and even just English (language arts) teachers are the only ones responsible for the language learning of a child is a huge misconception. As an aspiring math/science teacher, I hope that I can also provide instruction and activities for helping my students understand how to use the language that they are acquiring in their other classrooms. It does not matter what approach you are using to teach your lessons, because if students do not know how to talk about something from a scientific perspective, they will not be successful. Wright talks about the importance of content-based instruction which is "an approach to second language in which content-area subjects and topics are used as the basis on instruction" (2015, p.62). Students build confidence in asking questions and inquiring further in their math and science classes when their teachers for these content areas are guiding them in their language learning experience.
DeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.