Reflection
Between taking second language acquisition and second
language methodology, this has had to be my favorite course between the two.
Even though I enjoyed learning about what factors can influence an individual’s
learning process with a second or additional language, I was most intrigued with
what Wright had to say about useful teaching strategies, policy, and about language programs in schools. Learning that our country has
increased in its diversity made it interesting to learn about the need to have
language programs that are suitable for English language learners who are at
different proficiency levels. The programs that I most agree with are the dual
language program, and sheltered English immersion program. Wright mentions the
dual language program relies on teaching students content in both their native
language and second language, which I believe can help students ease into their
second language with less stress (2015). As well, this way students are able to
learn their second language without losing essence of their first language. In addition,
sheltered English immersion is useful to practice in schools that have less
income and cannot afford to hire ESL teachers, since this way regular teachers
can serve as ESL teachers. By doing so, teachers can accommodate to students’ language
needs and understand that they can declare students to move on to the next
level only when they have mastered the language through each part of the learning
process. I also enjoyed reading about policies like the “No Child Left Behind Act”,
which focused on providing schools with funding for programs and testing in
favor of helping identify English language learners and provide them with the
necessary instruction based on their language needs (Wright, 2015, p.73).
Lastly, I enjoyed reading about different teaching strategies that involve
classroom interactions such as one being cooperative learning, being my
favorite. I feel that students best learn through interactions within groups
because this way they find motivation to interact with their classmates in
their second language and therefore engage in practice mode.
Furthermore,
I found the assignments we had to complete in this course to be beneficial in
order to further understand what we were learning from the text so that we can
make connections. I really liked the fact that we got to interview individuals
who learned a second language and get an insight into their experiences with
how their teachers helped them learn the new language. As well, to get an
insight to what teachers in the field had to say about the programs available
for English language learners at their school was interesting, in fact many of
the teachers I saw videos on agreed with the use of dual language programs. All
in all, I enjoyed learning in a different way by making video blogs even though
they were time consuming. I find that doing blogs are actually great for online
classes so that we can interact through at least written communication and that
way state our opinions and points of view on certain topics.
References:
Wright, W. E. (2015). Foundations for teaching English
language learners: Research, theory, policy, and practice. Philadelphia, PA:
Caslon Pub.
Hello Nancy, I enjoyed reading your reflection. Of the many programs that we have learned about, I would also agree that dual language and sheltered instruction programs are the ones that I enjoyed learning about the most. You have mentioned that dual language offers the opportunity for students to be instructed in both languages without losing their first language, this is also known as additive bilingualism. According to Wright (2015), additive bilingualism is “when students develop proficiency in a new language without losing his or her home language” (p. 21). This is important for ELL students and it should be important for teachers. This helps reduce any stress that would have been creating and that would cause any frustration or distractions.
ReplyDeleteThis course has really taught me a lot about teaching ELL students. I know that the strategies and methods discussed will greatly benefit to future teachers and ELL students.
Wright, Wayne. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice(2nded.). Philadelphia, PA: Caslon.
Hi Eddy, thanks for your comment! You are so right about that, dual language does work as additive bilingualism, I almost forgot about that! I was actually pleased to read about additive bilingualism referring to the simple addition of a new language rather than a replacement from the home language (Wright, 2015, p.22). I believe that it is crucial for schools to focus on teaching students their new language without ignoring their native language, and instead teach them to embrace their bilingual abilities.
DeleteReferences:
Wright, W. E. (2015). Foundations for teaching English language learners: Research, theory, policy, and practice. Philadelphia, PA: Caslon Pub.
Hello Nancy,
ReplyDeleteThank you for sharing your reflection on this class. I agree it has been nice to learn what strategies and programs that can help ELL students. I also agree that dual language is a good program. I believe all schools would benefit from having a dual language program. Spending time in both languages helps give the support ELL students need for instruction. According to Wright 2015, “dual language programs have been found to encourage friendships and cross-cultural understanding between English-speaking students and minority-language students” (p.103). I also enjoyed communicating through using Vblogs. They were a creative way to show what we were learning from this course.
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hi Adrene, thanks for your comment! Indeed I believe we can all agree on the dual language program as a way to embrace bilingualism in students’ lives. Wright states that those educators who do not teach in matters of reflecting additive bilingualism are not taking into consideration the learners' family and community who all speak their native language (2015). I believe that it is important for learners to be knowledge in both languages so that they do not lose sense of either one.
DeleteReferences:
Wright, W. E. (2015). Foundations for teaching English language learners: Research, theory, policy, and practice. Philadelphia, PA: Caslon Pub.
I believe that using sheltered instruction during class sessions can have a huge impact on ELL students who are not comfortable with English yet. Wright (2015) identified that all teachers, regardless of subject or specialty, are responsible for helping ELL students develop English proficiency in speaking, listening, writing, and reading (p.60). Such as myself, ELL students may feel stressed from having an on-and-off switch to where they can speak English and where they can speak their native language. Although it may not be within our certifications, it is still our job to teach all students regardless of their background. Therefore, we need to assist where we are needed so that all students can learn the content.
ReplyDeleteHi Kimberly, thanks for your comment! Although I believe that the dual language program is great, the ideal second language program would a include a mixture of the various programs available due to the fact that students come into schools at different English proficiency levels. Wright states that while learning about teaching strategies is essential, it is highly important that teachers take into consideration their ELLs' language and academic levels in order to find better ways to meet the learners' academic and language goals (2015).
DeleteReferences:
Wright, W. E. (2015). Foundations for teaching English language learners: Research, theory, policy, and practice. Philadelphia, PA: Caslon Pub.
Hello Nancy! I would have to agree with you that this course out of the two is probably my favorite as well. I found myself agreeing and more entertained from the information in Wrights textbook. All of this information in this class made me feel more prepared on how to teach English Language Learners and how to be an effective teacher for them to be academically successful. Another thing that I truly have come to love learning about as well is the dual language programs. I feel like living in such a diverse city, and regardless if not, all over the country this program should be offered. Wright mentions that, "English speakers and ELLs in dual language programs spend most of the day together in the same classroom where they receive content-area instruction in both languages from qualified bilingual teachers" (2015, pg. 100). While it may be hard to find qualified bilingual teachers to be able to do this program, in the end it will help benefit the children in the long run.
ReplyDeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hi Harlie, thanks for your comment! Indeed, the dual language program has its benefits, including the one you mentioned about all students staying together in one class the whole time. In part I believe that reducing the use of pull-out is beneficial to students' increase in confidence since that way they will not feel left out or feel less than their classmates just because they know they need more help outside of the classroom. Nevertheless, I do see how pull-out can have its benefits as Wright mentions, this consists of having certified ESL teachers who will be working with ELLs on their language development (2015). This way ELL students get better second language instruction through a professionals if their teacher isn't able to meet their language needs.
DeleteReferences:
Wright, W. E. (2015). Foundations for teaching English language learners: Research, theory, policy, and practice. Philadelphia, PA: Caslon Pub.
Hi Nancy,
ReplyDeleteI agree with your opinion that teachers need to accommodate each students’ language needs and recognize that students can only move on to the next level only when they have mastered the language through each part of the learning process. According to Wright, “teacher need to tailor instruction to the unique language and academic needs of each student, that is, they need to provide differentiated instruction (Wright, 2015, pg. 265).” Each ESL student has various levels of English comprehension and different styles of learning. In order to maximize the students’ learning potential, teachers should provide different instructions and learning methods based on the needs of the students. However, due to lack of funding and increase in class size, the proposed idea is fantastic but very difficult to implement. As a future teacher, I still believe that we should try to do what best for our students with the limited resources that we have.
Reference:
Wright, W. E. (2015). Foundations for teaching English language learners: Research, theory, policy, and practice. Philadelphia, PA: Caslon Pub.
Hey Nancy. It seems like you got a lot of good information from this course. I like how you talked about cooperative learning which I think is the most beneficial to ELL students and needs to be incorprated on a more regular basis with instruction model for ELL students. I feel like you have a real appreciation for ELL students in progressing not only their L2 acquisition but also becoming more proficient in their L1. Wright talks about additive bilingualism which is a concept that is not represented enough in education of ELL students. "Additive bilingualism referring to the simple addition of a new language rather than a replacement from the home language" (Wright, 2015, p.22). If we show more of an appreciate to be multilingual instead of reinforcing the idea that everyone needs to speak English I think that it would be beneficial to students and teachers as well.
ReplyDeleteReference:
Wright, W. E. (2015). Foundations for teaching English language learners: Research, theory, policy, and practice. Philadelphia, PA: Caslon Pub.