https://youtu.be/z9Rq75AiZDY
For my second blog, I decided to interview my friend Alex. Spanish is Alex's first language, and began to learn English at the age of 3. Although he was introduced to English at an early age, he was not proficient until he was in the fourth grade. At home he only speaks Spanish, the book states that many ELLs speak their first language at home and practice English in school, that why I think it took Alex a few years to be proficient in English. Alex also says that because he lacked the language, he was faced in an embarrassing situation, lucky his mom went to the school and was able to switch him to an ESL class. I think the school could've saved him from this embarrassing situation if the district had required the school to ask the language they speak at home, because "current accountability requirements do not mandate " for this informations. (Pg.8) I asked Alex if he noticed any differences between him and other students in his classes. He said that the students who's English is their first language, had an easier time writing English compared to him. Even now that he is a college student, he says he is still struggling to write proper English. I can relate to his statement. The books state that, "monolingual English speakers are being held to higher language standards," and that ELL students are having a harder time trying to meet those standards. (Pg. 31). Alex and I are have been speaking and writing English for more than half of our lives, and we still have trouble meeting standards.
References:
Wright, Wayne (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, Second Edition.
Hey Karla! I really enjoyed watching your interview. After reading your thoughts about Alex’s situation, I also agree with your statement that the school should have asked Alex’s parents about the language they spoke at home. I know, now, due to me having siblings, the school takes the students to test them to see if they qualify to be in an ESL classroom or in a bilingual classroom, if they speak another language at home. However, it is important to take a focus on sociolinguistic contributions, which requires on to get to know the social background of English language learners (2015, p.56). Thus, teachers are able to plan out instruction that aids students in developing their second language regardless of whether they are able to practice it at home or not.
ReplyDeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hi Yanely,
DeleteI agree with your statement about aiding our students the best we can regardless of the practice outside the classroom. We as teachers play an essential role in our student's learning, especially when it comes to ELLs because we might e the only adults in their lives that speak the language. The book states that "that children's learning takes place when they interact and collaborate with adults." (pg. 58). Because of this, we need to make sure to interact and collaborate with all of our students, and maybe put a little bit of extra time to those that need extra help.
Reference:
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hi Karla,
ReplyDeleteI really enjoyed watching your interview. The background of your friend Alex shows proof to how important school is for children and having the right foundation of support. I believe having a sense of community in the classroom is important for students. The feeling of comfort among among peers and teachers is what will lead to the growth of children with learning. As Wright stated, "Students should be offered opportunities to develop proficiency in English, rather than just throwing them straight into an English only classroom," when English isn't even their first language. Looking at what your friend experienced in school makes me believe that it is even more important for schools to do this. I can relate the experience to my sibling, not having the support of both the English and Spanish language can take a toll on a student's focus, which I have come to see the benefits of being in a bilingual class.
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hi Jasmin,
DeleteI could honestly not imagine how hard it was for Alex to be in that situation, especially at such a young age. Luckily I was placed in a bilingual class and like you said it is much better to be in a bilingual class that supports you. Not being in a class that makes the student feel safe can be very harming in the long run, the book states that there is the "affective filter" refers to factors such as fear and anxiety that can block comprehensible input and might prevent the acquisition of a second language. (pg. 52) I am guessing my friend, Alex was impacted by it after his accident.
Reference:
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hi Karla!
ReplyDeleteThank you so much for sharing your video. I really enjoyed watching it. Just like Alex, my interviewee was also introduced to the English language at an early age and had a teacher who only spoke English. This would potentially cause difficulties later on, but luckily would become fluent in English just like Alex. “Although 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 pg 15). I also like how Alex was able to relate words in both English and Spanish language. However, according to Wright, “not all cognates are fully equivalent”, which may explain why there is not a translation for neurology. Once again thank you for sharing and I look forward to seeing your next blog.
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hi Celester,
DeleteThank you for your comment. Learning English or any other language it is not an easy task. Alex stated that he was not proficient until he was in the sixth grade, according to the textbook there is not a specific age that takes people to be proficient in English but can be between 4 to 7 years. It took him about five years or so, how long did it take your interviewee to be proficient?
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hi Karla! Wright (2015) says that many students were mainstreamed before they had an adequate level of English fluency to succeed. I feel this is what happened to Alex. Alex knew some English, but not to the level that the class required for him to be successful. A similar thing happened to me when I was in elementary and was pushed into an English only class that caused me to struggle to find a balance and not learn basic English grammar. I also struggle today when writing standard English because I was never really taught the English rules for writing standard English. I was taught what sentences were considered correct English sentences and had to figure out what made them correct.
ReplyDeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hi Aly,
DeleteI agree with your statement, and I think Alex had what the book calls (BICS) basic interpersonal communication skills, where the person knows enough to have an informal conversation in his L2 and was not ready to be part of an all English classroom. Luckily like many of us, he was able to achieve (CALPS) cognitive academic language proficiency, meaning that he is now able to understand and express in both oral and written modes. (pg.40.)
Reference:
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.