Entry 4: Reflection
Reflection
Learning a second or additional language is a complex matter. Each student learning another language come with their own individual challenges. One cannot prepare for each individual challenge since the diversity of students varies so wildly. Instead, teachers need to be open-minded and try to understand the differences between student cultures, capabilities, and needs. For instance, teachers properly identify an ELL by understanding their proficiency level and capabilities. Then, the ELL can be provided with the appropriate resources for their learning whether it be through programs like sheltered or bilingual instruction.
Out of all the topics in the book, the one that caught my attention the most and would learn more about in the future is in regards to sheltered instruction in math. This topic interests me because I intend to teach mathematics and wondered what ways math could be utilized in helping to learn a second language. What I learned from this is that “math has a language all its own and constitutes a third language ELLs have to learn” (Wright, 2010, p. 246). Besides learning the usual vocabulary, ELLs also have to learn the distinction between words that have different meanings inside and outside of math. Mathematics provides a difficult challenge because math standardized tests end up becoming a reading comprehension test.
There are a variety of strategies that can be utilized when it comes to sheltered instruction in math. In practice, I can create math word charts to accompany math units which pique visual learning styles. This is a useful technique for math terminology and concepts, but another strategy is necessary for non-math vocabulary that affect understanding the context of a problem. Role-playing would be used to help understand words in the context of a problem that ELLs may not be familiar with. One simple strategy that will be implemented in my practice is appropriate wait time. Wright notes that “some students may be able to formulate most of what they want to say in English but need a bit of extra time to recall new vocabulary or appropriate forms before speaking” (2010, p. 147). This simple strategy can help ELLs be more comfortable with sharing their thinking and practicing their English in the classroom.
The concept that has impacted my teaching philosophy the most concerns why teachers need to know about language and the functions of a teacher. Those functions being teacher as communicator, educator, evaluator, an educated human being, and agent of socialization (Wright, 2010, p. 25). What I take from this is that I have important responsibilities to teach all my students and particularly to my future ELLs. My approach to teaching should be mindful of students’ different cultures, backgrounds, and capabilities to appropriate support their success in English and the classroom. It is important that I reflect and improve upon my own learning and future practice. The Vblog is a good tool for this reflection. The tasks and reflections make me connect theories in the book to real-life contexts which is good for my own learning. This allows for me to see how theories are applied while commenting on classmates work allows me to evaluate others learning as well as build upon my own. Overall, I think the Vblog was helpful to my learning.
Wright, W. E. (2010). Foundations for Teaching English Language Learners. Philadelphia, PA: Caslon Publishing.
Hi Franklin! I can agree with you that ELLs do have quite a plate full when needing the constant reminder to not only learn a new concept in a content area, but they need to apply their own understanding to help retain that information. Just like you mentioned, Role-playing is a great strategy to help retain that information to different learners especially with word-problem scenarios (Wright, 2015, p. 274). Not only is this applicable in Math, but I have seen it used in many other content area with Social Studies (French Revolution War), Science (States of Matter) and English (Romeo and Juliet). If students are unable to learn through role-playing, providing some animated visual would work too.
ReplyDeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hi Franklin,
ReplyDeleteIt is true, learning a second language is not a simple task. I could not agree more with what you mentioned about out responsibility as educators to be mindful of students cultures, backgrounds and capabilities. Wright (2015, p. 13) mentions that "despite though talk about high standards and accountability and policies that claim to leave no child behind or make all children college and career ready, there continues to be a wide gap in academic achievement between poor, minority, and ELLs and middle to upper class white students. This goes to show that regardless of the policies put in place, teachers or schools do not always make their best effort to accommodate to all student needs. This lack of accommodation allows ELLs to fall behind the mainstream students even though in some cases it is against the law. As educators, it is our job to take responsibility for our students success in our classroom. Accommodating to student needs along with motivation and encouragement can help close the achievement gap and is fulfilling to me as an educator regardless of state laws.
Angel,
DeleteIt is sad, but true that teachers do not provide the necessary accommodations for ELLs. In my third blog, I interviewed a teacher that mentioned how teachers are quick to claim that the students have learning disabilities because they are not doing well in their class. Your last two sentences were strong and accurate statements. I think that this course has shown us how to properly become advocates for these students, and assisted us in closing the achievement gap.
Hi Claire,
DeleteIt is important that we as educators "get to know [our] students by obtaining information about their sociocultural background" to help us "make the best possible decisions for providing effective instruction for ELLs (Wright, 2015, p. 24)." It is unfair to students if teachers do not take into account the information they have access to concerning their students background before making important decisions regarding students' education. Students should not be put at fault do to lack of initiative by school professionals.
Hello Claire,
DeleteYou are correct in saying that many accommodations are not provided for ELL's. In my experience, while none of my students are considered ELL's, it is clear that they do struggle with understanding English due to it not being their first language, however the school fails to document these students properly. I believe that if these students were to be given the proper tools, their performance would be showing more signs of understanding and success.