BE5013 Foundations of ESL and Bilingual Education Module 5 Discussion
We began this course by discussing assumptions and bias about ESL/bilingual education and the need to increase cultural awareness. Use the question to guide your responses.
· What steps can you take – or have you taken – to increase your own cultural awareness? Provide both concrete and abstract examples.
There are different ways that I use in my classroom to get to know the cultural background of my students. When I was teaching ESOL in China, I tried to connect with my students by knowing their culture through their language and history. I tried learning Chinese and study their history using online resources. I also visited different historical places and Museums in China so I could get to know the country better. I shared my experiences with my students and showed them that I value and respected their culture. I read their news and try to watch their entertainment so I could understand what is going on in the community. Many of my coworkers and students invited me to their homes, and I was always nice about trying every food that they offered. That was when I was teaching English to a group of students who speak only one common language.
Now, I am not teaching a different demographic. I am teaching ESOL K-5, with students who speak different languages. Majority of our ESOL students are Spanish speakers, so I try to get to know my students by asking about their background and preferences. I get to know the younger kids by talking about food and parties. My students get excited when I tell them that I have tried eating their food like Guacamole and Tamales, and also attended parties where I had to hit the piñata. They would laugh and get engaged when they see that I am connected to their culture. I also attended school events that foster cultural awareness such as our annual Multicultural Night. Once a year, we hold this cultural event where we invite families to showcase different cuisines, and we also encourage them to wear their country’s national dress. We play songs from all over the world, especially from the countries represented by our ESOL population.
Williams (2012) mentioned three ways that teachers can use to increase our cultural background. Out of these three ways, I particularly like the author’s idea of teachers genuinely investing in their students’ lives. I find this very helpful way to increase my cultural awareness by being able to assimilate with my students by building relationships and learning about them.
The internet is such a good place to learn about the culture of my students. McCallum (2013) presented 17 different ways to promote a culturally aware classroom. The author of this article emphasizes the use of the internet by using different websites and social networking to connect with people from all over the world. I find the author’s idea very helpful since we live in a time where we can almost Google everything, and many people are connected to the World Wide Web.
References
Williams, P. (2012). The Teaching Excellence Program. Retrieved from URL
McCullum, D. (2013). 17 Ways to Promote Culturally Aware Classrooms. Retrieved from URL
http://www.ictinc.ca/17-ways-to-promote-culturally-aware-classroomsDiverse Learners Module 1 Discussion
Collaboration is an important facet of leadership development. Use the following questions to stimulate your thinking and to guide your online discussion with colleagues. Your contributions to online discussions will be considered in determining your final participation grade.
· Why is diversity an important consideration in the context of education?
· Who are the diverse learners in your school?
· In what ways do teacher leaders support diverse learners in your school?
· In what ways do school leaders support diverse learners in your school?
· In what ways do you see Universal Design for Learning in current curriculum and teaching in your school? (For more information on UDL principles see: http://www.udlcenter.org/implementation/examples (Links to an external site.))
Diversity is an important consideration in the context of education because we live in a country that is represented by people from all over the world with different cultural and economic backgrounds. An article in Educational Leadership mentioned that schools nationwide are experiencing rapid growth in the number of diverse students (Howard, 2007). These students bring their unique cultural and educational backgrounds. In order to meet the specific needs and help them succeed, we need to reevaluate the context of our education. It is important to explore different ways of teaching and find ways to improve our professional skills as teachers by attending professional development training, and getting advanced degrees in education to better serve our diverse population.
Our school has diverse learners from different economic and cultural backgrounds. We are Title I elementary school, and 100% of our students receive free breakfast, and around 50% receive reduced lunch. Our ESOL students come from different parts of the world. As a K-5 ESOL teacher, I have students from Portugal, France, Egypt, Brazil, and Mexico. We support diversity in our school by providing a Pull-out ESOL program that follows the Sheltered Instruction Observation Protocol (SIOP) model. Our school leaders show support by sending new teachers to professional training, and by providing a parent liaison that speaks Spanish, the language of the majority of our ESOL students.
Rose et al. (2002) mentioned that Universal Design for Learning (UDL) can help provide each student with the appropriate instructional support and challenge. Our school implements UDL through the use of technology and supporting teachers’ professional skills. For example, we have interactive boards that we can use in our classroom for teaching and learning. This interactive board allows teachers and students to annotate any website or pictures. We also have computers that are equipped with SOLO, an assistive technology that has a text reader, graphic organizer, talking word processor, and prediction. As teachers, we are required to have goals for our students which we post on our board as I CAN statements. We plan differentiated instructions to meet the needs of our diverse learners, and to meet our instructional goals.
References:
Howard, G. R. (2007). Responding to Changing Demographics. Educational Leadership, 64, 16-22.
Rose, D. H., Meyer, A., Strangman, N., & Rappolt, G. (2002). Teaching Every Student in the Digital Age. Alexandria, VA: Association for Supervision and Curriculum Development.
BE5043 - Cross-Cultural Studies for Teaching ELLs (Module 5 Discussion)
Pransky & Bailey (2002-2003) discuss the importance of using a reflective process of ongoing inquiry to improve teaching and learning for students who are at-risk academically due to cultural and linguistic diversity. Use the Pransky and Bailey reading and the questions to guide your responses. Access the Pransky and Bailey reading on Ebsco. Pransky, K., & Bailey, F. (2002/2003). To meet your students where they are, first you have to find them: Working with culturally and linguistically diverse at-risk students. The Reading Teacher, 56(4), 370-383.
• Which case study is most relevant to your current teaching-learning situation? How can this case study assist you in your current practice?
• How can you apply ongoing inquiry and the reflective process to improve teaching and learning for your students?
I believe that Case Study 5 (The Wonderful Wizard of Oz) is relevant to my current teaching-learning situation. Just like the American Cambodian kids who knew what to pack on the suitcase, I also believe that my ELLs students could relate better if I incorporate their personal background in our discussion. Pransky and Baily mentioned that using students' background experience works well because the students are being empowered academically and socially (Pransky & Baily, 2003). For example, in our 2nd grade ESOL class, the students are eager to get involved if the activity allows them to incorporate their background experiences such as writing about their personal experiences of visiting a farm and adding details using adjectives. This case study guides me in choosing tasks that are relevant to my students’ background experiences.
Reflecting on my daily lesson is a regular process for me. I always try to reflect on what worked well about the lesson, and the things that I could do to make it better. Furthermore, the reflective process presented a very precise view of what reflection really looks like, since it provides a step by step process. For example, the first step is noticing a breakdown in communication which I also notice in my classroom. Step two is finding the reasons why this is happening, thus inquiry is an important part of the reflection process. Sometimes, a student is afraid to commit mistakes for fear that other students would make fun of his/her. Step three is to reconceptualize, which leads to step four which is lesson revision or reconstruction. As Farell (1997) suggests that teachers who reflect can make judgments and improve their teaching consciously and systematically (Farell, 2008). I think that the process of ongoing inquiry and the reflective process is beneficial in teaching and learning about my ELL students.
References
Farrell, T. S. (2008) Reflective practice in the professional development of teachers of adult English language learners. Retrieved from http://www.cal.org/caelanetwork/resources/reflectivepractice.html
Pransky, K., & Bailey, F. (2002/2003). To meet your students where they are, first you have to find them: Working with culturally and linguistically diverse at-risk students. The Reading Teacher, 56(4), 370-383.
ES5063_Linguistic for TESOL (Module 4 Discussion)
Based on the Module 4 articles, respond to this question:
· What do we need to consider with regard to personal identity, peer relationships, and school programs for pre-adolescent and adolescent second language learners?
This is an interesting discussion since we are dealing with two different groups; the pre-adolescent and adolescent groups. Who are the students in these groups? The studies in our readings focused on middle and high school ELL students as respondents. For example, the study conducted by Ajayi (2006), focused on the middle school Hispanic ELL students. Ajayi (2006), mentioned that in order to meet the complex needs of the diverse middle school and high learners, teachers need to view ELL students as multicultural resource. These students have rich cultural background and personal experiences which can be good resources in teaching the English language. As teachers we should encourage our students to communicate and allow them to express their thoughts without the fear of making mistakes. Providing a safe learning environment is such as important part for adolescent ELL students who have different personal identity and cultural beliefs.
There are many things that educators can do to support the ELL students in middle school and high school environment. Rance-Roney (2009) mentioned the different best practices for adolescent ELL students. The researcher also suggested that teachers should examine the different Second Language programs that would benefit the current demographic of existing ELL students. Those new ELL students with low English language proficiency would need to attend a program where there is support in their first language, and in English language. I believe that offering bilingual program is a good model where ELL students transition from being in school with an L1 to L2 instructions, then having the opportunity to start L1 and L2 instructions at the same time.
It is the job of the teachers to help ELL students maintain a positive personal identity. Students are motivated to learn when they feel safe, and when they are able to express their point of view. Teachers should model making positive classroom behavior, and discourage students who are quick to judge on the mistakes of the ELL students. It is also important to look for extended programs that will support the academic and social transition of the pre-adolescent and adolescent ELL programs. According to Cloud (2015), before and after school programs are beneficial for the success of preadolescent and adolescent ELL students. In these kind of programs, they can get extra support for their homework, get academic support, and join some enrichment activities. At our school, we have extended day programs where ELL students get extra support in reading and math. In the morning, they can go to the computer laboratory and use the adaptive computer program called, Imagine Learning for language enrichment. These programs help the students feel supported and comfortable in using English as the new acquired language.
References
López, M., & Tashakkori, A. (2006). Differential outcomes of two bilingual education programs on English language learners. Bilingual Research Journal, 30(1), 123-145.
Cloud, N., Lakin, J., Leininger, E., & Maxwell, L. (2015). Extra support for adolescent ELLs.
Retrieved from http://www.adlit.org/article/39431/
No comments:
Post a Comment