ELL/ESL is an interest of mine. Despite the fact that, as educators, we dream (fantasize, to be more accurate) about teaching in a classroom full of bright, eager, and capable admirers of (insert content area here), this is unrealistic at best. We may encounter students who cannot demonstrate any of these attributes because they cannot speak English fluently or comprehend content material due to a variety of reasons. I have added an ESL minor to my studies to help me reach a larger volume of students that may be present in my future classroom. In my opinion, the best tool (weapon maybe?...depending on where I teach?) is perspective.
Authors in our text signify the importance of individualizing assessments and highlighting differences to students based on their native language. Figure 8-2, for example, provides readers with an interesting, and astonishing, preview of some common concepts Chinese speaking students must grasp in order to become successful academically. In my observations in a first grade bilingual classroom, there are only Spanish speakers. Although, the process of developing the English language is similar to the process recommended for Hmong speakers. The book suggest that, "...we should start from oral language and then move to picture writing and then on to reading and writing with abstract symbols, such as the English language" (110).
Furthermore, one author suggest that, "...we should let them read and write in their first language before expecting them to express themselves in English" (107).
These practices have all been implemented into the classrooms I observe. Students in K do nearly everything in Spanish, but periodically utilize English resources. They write their alphabet and learn phonics in Spanish. In first grade, they begin to explore how English differs as they compare and contrast pronunciation and structure (more in an abstract manner than a formal analysis). They speak more in English and some of their lessons are conducted entirely in English. Although students are always encouraged to speak in English, they are never discouraged from using their native tongue. Fortunately, all of these students are Spanish speaking. I would be interested to see how this particular classroom might incorporate a Mandarin or French speaking student, or if they were ill equipped for such a task entirely.
Aside from tweaking our own approaches to ELL learners, I appreciate Danling's suggestion to consult the ELL student's directly as he states, "why not sincerely listen to and learn from the students who come from different cultural backgrounds; they can lead all of us to cultivate appreciation and fascination for differences" (115). AGREED.
Something I have been considering is a comment made on Monday by Kimberley. What happens when a 14 year old is transferred and they have three years to become fluent and embrace both vocabulary and content? ..then they're on their own? If we fail students, is it fair to fail them? (<----philosophical cliche) In light of this type of startling information about how we force kids out onto their own due to legislation, (that by the way, perfectly reflects Prof Schurmans example of theorist being EXTREMELY disconnected to those responsible for implementing practice) perhaps way before they're ready, I'd like to end this blog with a tasteless conclusion:
WARNING: The following sentences demonstrates the appropriateness and validity of a commonly overused ironic cliche....prepare yourself.
Has no child left behind actually caused us to leave children behind? >: O (astonished-faced emoticon)
Great thoughtful post, and you're absolutely correct about the idea of no child leaving children behind. Like we often talk about, it's one of those pieces of legislation where the intent seems honorable - "close gaps in performance of SES and race" - however, the implementation of the act - reducing classrooms where students score the lowest to rote memorization and test-prep while affluent districts where there is less fear of not making AYP (annual yearly progress) students are completing creative, innovative, technology-driven projects - is far from ideal. So, what happens is those doing well do better while those doing poor, yep, do poorer. The one exception that I can think of is with G&T students (gifted and talented) where these students are often "left behind" because they are doing well (the idea of if it's not broken...). The great paradox of education (sigh...)
ReplyDelete