This class has greatly impacted my outlook on teaching second language learners and changed my teaching philosophy. Prior to taking this course, I assumed that ESL certified specialists will take care of my second language learners in the classroom. Now, I realize that that idea was nowhere near how it is in the real world. I learned that second language learners need to be in the classroom exposed to English content and receiving the modifications to meet their needs. Because you never know what your school will provide since it varies from school to school, it is the main teacher’s job to ensure that second language learners’ needs are being met. In order to do this, a teacher must build relationships with his/her students and find out if they are at a beginner, intermediate, advanced, or advanced-high proficiency level. Depending on their levels, the teacher should then use her knowledge on each proficiency level to best teach his/her students. Without this class, I would not know ...
Shelly,
ReplyDeleteYou did an awesome job explaining every question after Ms. Burke replied to give further insight in your interview. I think overall I loved how your professor answered truthfully and honestly to say they are putting things in place to make things better overall for every student. The fact that your professor as well as my professor I interviewed both think that the Content Based Instruction is the best policy makes me very happy. However, at my school they are using the Pull-Out Method causing many students to miss out on important information. “Pull Out ESL Programs only aim at English monolingual and cultural assimilation; this frequently results in the loss of students’ ability to speak their first language” (Wright, 2015, pg.106-7). This method in my opinion does not help the students it only hinders them. Though, my professor doesn’t agree with the Pull-Out Method that doesn’t have a choice being so short staffed. I also, like how your professor insisted on constantly making the students speak and not allowing them to quit. I’ve witnessed many times where the teacher gives up on trying and not allowing the student to fully express themselves; I like the fact that your professor makes an effort to hear them out. The fact that your school is working towards getting at least one teacher certified per grade level is beyond amazing because they are taking initiative to do something and make things better. Do you think in the next 5 years things will be dramatically different with ESL programs?
Jolie, thank you so much for your response! I do think in the next 5 years things will be dramatically different with ESL programs. I think that because of research, more teachers are realizing that the pull-out method is not what is best for ELL learners. There is a recognition that ELL learners are missing out on valuable instruction time and with education rapidly taking a turn for the better, hopefully ESL programs will be different and include more bilingual integration.
DeleteShelly,
DeleteThank you for responding! You mentioned you think in the next 5 years things would be differently; while I hope that is very true I’m not so certain. I feel like teachers have been constantly doing the same Pull- Out teaching method for generations and nothing has changed. According to Wright, “Pull-Out ESL Programs only aim at English monolingualism and cultural assimilations ;”( 2015, pg. 106-107) I feel like teachers aren’t ready for change because it may require more work than anticipated and they aren’t fully trained themselves to properly change. However, this is also the key reason as why I would like to become certified because; I want to make sure change does occur. I would like to see change make a difference in the ESL department and help as many ELL students possible. Do you ever consider becoming an ESL teacher yourself or certified?
Actually, seeing your research-based reasoning, I can see how the next 5 years may not show a big difference. However, I do want to see that difference and help make it change. I do not see myself getting certified, but I will still educate myself more over how to help my ELL students in my classroom!
DeleteHi Shelly,
ReplyDeleteI found it very interesting and unrelatable to my field experience that your school only has 12 ELL students. All I can say is, wow! The school I am working with is approximately 96% Hispanic, and the majority of them come from Spanish speaking homes so almost the entire school is full of ELL students. I agree with your interviewee, Ms. Burke, that bilingual programs are the best English Language Programs. There are classrooms at my school that use submersion programs where the students are placed in "regular-content area classes with no special foreign language instruction" and it is assumed that "they will 'absorb' English as they focus on the subject matter" (Brown & Lee, 2015, pg. 171). On the other hand, I have also observed classes that use the transitional/early-exit bilingual program where most of the subject-matter content is taught in the native language, and combined with an ESL component. I have found that the transitional/early-exit bilingual program is more effective than the submersion program in a sense that the students are comprehending the content better, but they are falling behind in learning English as compared to the submersion program. All in all, I think that Ms. Burke is right in that bilingual programs are the best English Language Programs!
Jenny, that is so interesting how you have a 96% Hispanic population! Your school seems more equipped with beneficial English Language Programs to adapt to your high percentage of Spanish speaking students. I love that they are getting to absorb English as they are still learning being taught the correct level content.
DeleteShelly,
DeleteMy school is actually VERY equipped with beneficial English Language programs and almost all the elementary grade levels have a regular classroom with submersion programs implemented, there are also classrooms that have the transitional/early-exit bilingual programs implemented. I think that having more than one program is useful and effective because we are able to group these students with other students on the same level as them, whether they know very little, to no English (and only speak Spanish), or enough English to be able to submerged in an all-around English speaking classroom. I also love that they are getting to absorb English as they are still learning grade level content!
Shelly, I loved how you gave a little bit of commentary to expand on the questions and responses you received. Something that I have been hearing about often lately that was mentioned in your interview is the “no opt out” practice. As states in Brown (2015), there is a major focus on the willingness to communicate. This refers to “ a state of readiness to engage…” (pg. 79). Something that is mentioned in many of the interviews I listened to is peer-to-peer interaction. Many ESL teachers feel like the best strategy for an English Language Learner to practice English, is to LITERALLY practice, meaning use it. Most educational research shows that task and project based learning as well as open-ended work are more conducive to long-term retention and a more productive learning environment (pg. 79). I also like the fact that your interviewee mentioned that everything that they do is research-based. It is a good example of how the things we learn in our classes are applied within the classroom.
ReplyDeleteYour research-based response about the importance of peer-to-peer interaction for ELLs. Peer-to-peer interaction is important for native English speakers, but especially for ELLs. They are putting what they learn into practice and I think it’s important for them to talk to native English speakers so that they can model correct English.
DeleteHi Shelly,
ReplyDeleteWhen listening to your video and when it was first mentioned that your school only has 12 ELL students, I was very surprised since I am so used to being around schools with many ELL students. I also noticed that your teacher prefers the content based approach. I know that with pull out methods, students can lose time on learning and can fall behind. With content based, students are able to learn and also practice their English with other students (Brown & Lee, 2015, pg. 171). This way students are not going to fall behind and can learn English through real life practice. I believe pull out methods would be useful if the student is really struggling with English and it is the main reason why students are falling behind in their classes. Thanks for sharing!
I am used to thinking that the pull-out method is a huge no, but after reading your response, I can see why it can potentially be beneficial in certain situations. If students need one on one intervention to figure out why they are falling behind or not adapting to school, the pull-out method may be what is best for them.
DeleteHello Shelly!
ReplyDeleteOne thing that I enjoyed listening to your interview what how Ms. Burke was expressing the importance teachers being ESL certified. She explains that they are on the verge of trying to get all teachers at her school ESL certified to provide the best support for ELL’s. This is very similar to a concept ay my current student teaching placement. Our principle wants all teachers to be ESL certified in order to help our large ELL population. I completely agree with Ms. Burke and yourself about how important content based instruction is with ELL students. Brown (2015), defines content based instruction as the process of learning subject matter along with a new language. This allows for students to be involved in the classroom with their classmates, learning at the same pace as everyone else and because the teacher is ESL certified, she has the capability to accommodate the student to be successful.
Brown, H. D., & Lee, H. (2015). Teaching by principles: an interactive approach to language pedagogy (4th ed.). White Plains, NY: Pearson Education.
Yes it was very interesting to see how becoming ESL certified is so valuable for our ELLs. It makes me rethink getting ESL certified to help my future students. This class has given me a lot of knowledge on how to begin to help the students and maybe if I do more of my own research, I will be able to reach my ELLs without becoming certified.
DeleteNatalie, I have also heard about many schools that are requiring all teachers to be ESL certified. I think this is very beneficial because it ensures that we as educators are getting the best training that we can to prepare ourselves. It has been mentioned often throughout our classmates’ blogs that the interviewees believe the techniques used for ELL students are also helpful for English only students.
DeleteBriana,
DeleteI haven’t really heard much about ESL certifications in relation to future employment. After being on my campus and seeing the push for all teachers to be ESL certified, I definitely want to get mine. I have never really thought about the importance of it until now. I want to get my ESL certification in order to be better prepared to help ELL students and be versatile in the education world.
Shelly, I enjoyed listening to your interview with Ms. Burke and hearing her express her thoughts. I too am at a school where there are not many English language learners. Currently, most of the teachers at my school are ESL certified as we do not have a specialist because there are so few English language learners. I agree with what was said about content based instruction because according to Brown and Lee (2015), ESL instruction should be content-centered, so they can learn along with their peers as they themselves learn a new language (p. 171). This way, English language learners will not fall behind in learning content and will learn what their peers are learning. At the same time, it makes me wonder if and how English language learners will be able to learn content effectively if they do not understand the language. I also liked that Ms. Burke said that everything they do is research-based. I believe that not only in language acquisition, but just what we do in the classroom in general should be researched based so it was good to hear that.
ReplyDeleteIt was also very refreshing for me to hear that everything they do is researched based. Having ESL certified teachers for a school with very few ELL students. I think if there were more than ten ELLs, then there needs to be an ESL specialist. It all depends on how staffed the school is, but ELLs needs to be met.
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ReplyDeleteHello Shelly. It’s interesting that there is not enough students to form a bilingual program. I like your thoughts on the Content, Content Based Instruction and Language in the students’ language development. I note that the promotion of the awareness of ESL is more than just Direct Instruction. Certainly it’s good to know that ‘the practice of ESL is good practice for anyone,’ and that everything done in class is research based. It is new to me to learn of the Crashing Theory which is a learning linguistic skills through acquisition and learning, I also agree that no student should opt out of class activities due to a language barrier, as this will not facilitate learning. Ortega, L. (2011) point out that no communication difficulties are apparent, but instead it is a linguistic problem that attracts attention and results in a language-mediated reflection during interaction. Good post. Nice job
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