References:
Gonzalez, V., Yawkey, T., & Minaya-Rowe, L. (2006). English as a second language (ESL) teaching and learning: Pre-K-12 classroom applications for students’ academic achievement and development. Boston, MA: Allyn & Bacon.
According to Gonzalez, Yawkey, and Minaya-Rowe (2006), “Language acquisition occurs through meaningful and significant use and interaction within a “natural” sociocultural environment. Through the use of real-world experiences, L1 and L2 learners can have access to sociocultural references to develop verbal and nonverbal symbolic representations (semantic development or academic language), and pragmatic and social communication skills.” Because of their lack of practical use of their language, pronunciation can be an issue for words. Due to cultural backgrounds and languages, there are many pronunciation sounds that do not exist in certain language. Pronouncing these sounds can present difficulty in language development, causing a person to appear shy, or another noticeable behavior change. Behavior is another issue that could present itself. In order to avoid using the language, a student may become an outcast within the classroom, demonstrating violent behavior which many need consulting by a 3rd party.
References: Gonzalez, V., Yawkey, T., & Minaya-Rowe, L. (2006). English as a second language (ESL) teaching and learning: Pre-K-12 classroom applications for students’ academic achievement and development. Boston, MA: Allyn & Bacon.
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America is a melting pot of different cultures, offering many different languages, cultures, and religions. This often affects the views on important issues such family, education, and politics. Each culture has traditions, and the education system is responsible for acknowledging those traditions but also providing a quality education. “The relationship between educational achievement and culture is also shown in research in the United States. Cross-ethnic comparisons of educational achievement have shown that Asian American students outperform European American students, who in turn outperform African American and Hispanic American students.” (Encyclopedia of Applied Psychology, 2004). As a teacher, I would support the TBE program due to its wide funding. According to Gonzalez, Yawkey, & Minaya-Rowe (2006), “TBE is a compensatory or remedial model designed to prepare ESL students to enter mainstream all-English classes. The overall instruction includes the student’s native language in all subject areas as well as instruction in English as a second language (ESL), but only for two to three years. Students receive bilingual instruction until they are proficient enough in English to achieve academically in their second language at the same level as native English speakers.” I believe because this program is most widely funded because it allows this program allows students to learn the language while incorporating their own. While other programs are available that do have advantages, they are not as widely supported. The only downfall I see in the program is the integration of students and the restitution that they will be properly placed in the appropriate classrooms. What I have to wonder is the success rate of this program in ELL students who are no longer receiving bilingual instruction.
References: Gonzalez, V., Yawkey, T., & Minaya-Rowe, L. (2006). English as a second language (ESL) teaching and learning: Pre-K-12 classroom applications for students’ academic achievement and development. Boston, MA: Ally & Bacon. “Inquiry implies involvement that leads to understanding. Furthermore, involvement in learning implies possessing skills and attitudes that permit you to seek resolutions to questions and issues while you construct new knowledge” (Educational Broadcasting Corporation, 2004). In mathematics, I believe inquiry-based learning holds some ground. There is math in real-life application, meaning that students can understand and apply it to their current life and routine. Providing students with subjects of interest that pertain to them is important for them to understand these concepts. In inquiry based learning, you can provide materials of interest for them, and in small groups they can determine the goals. For example, in my theme of the Laundry, using the literary book Follow the Line Through the House by Laura Ljungkvist, my pre-school class is using different materials for sorting and shapes separation. Materials include different shaped buttons, colored laundry caps, colored clothespins, and articles of clothing. My class also participates in a variety of art activities, which involve the use of patterns. Currently we use many manipulatives to help us with our study of shapes and patterns. These are interactive examples because they allow the students to use materials related to the theme, however, they are still applicable to the math study of patterns, sorting, shapes, and colors.
References Educational Broadcasting Corporation. (2004). Inquiry-based Learning Exploration. Retrieved from http://www.thirteen.org/edonline/concept2class/inquiry/ According to Access Quality Education: Arizona Litigation (2001-2011) ,“In Flores v. Arizona, which has been litigated in federal court since 1992, plaintiffs claim that the state is failing to adequately fund programs for English language learners (ELLs). In 2000, the district court found that state funding of ELL programs was “arbitrary and capricious” and ordered that the level of state funding for ELL programs bear a rational relationship to the cost of those programs. The parties reached agreement on a Stipulation in 2002, and the court ordered a costing-out study. In January 2004, plaintiffs filed a Motion for Contempt due to the alleged failure of the state to comply.
In January 2005, after numerous delays by the state, the Flores court ordered additional ELL funding. Failure to comply led to a December 2005 order and daily fines that mounted to $21 million before the state enacted additional funding in early March 2006” . I believe that had the state submitted the necessary improvements in a timely fashion, this settlement would have had different results. While bringing this notion to recognition was necessary, it was important for the state to react in a manner that would show improvement. Instead, the opposite occurred. The state delayed their improvements and failed to show improvements by a court mandated deadline. I would modify legislation to ensure that education is a focus. School officials need to attend and have a voice at county and town meetings, making their voices heard of what is going on in the school system. Legislators, should be scheduling meetings with the local board of education to ensure that standards are being met and all students are being supported in their education. Reference: Access Quality Education:Arizona Litigation. (2001-2011). Retrieved from http://www.schoolfunding.info/states/az/lit_az.php3 Advice I would provide to new teachers about incorporating ELL proficiency standards into their education philosophy to provide the state mandated achievements is from Echevarria, Vogt, & Short (2004) who quote Blachowicz & Fisher (2000) “in a synthesis of twenty years of research on vocabulary instruction, who had determined four main principles that should guide instruction: Students should be active in developing their understanding of words and ways to learn them, students should personalize word learning, students should be immersed in words, and students should build on multiple sources of information to learn words through repeated exposures.” Two principles which I strongly encourage in vocabulary instruction are student’s being immersed in words, and students should build on multiple sources of information to learn words through repeated exposures.
Immersing students in words can be through a variety of sources. Tompkins (2002) suggest that “providing sources of reflection such as word walls, word chains and personal word journals can be a good way to promote recognition and ownership of new vocabulary.” Echevarria, Vogt & Short (2004) also mention those resources and in addition mention the use of dictions, and comparing/contrasting words with the same morphemic elements; i.e.- photograph, photosynthesis, photogenic; which can aid students in understanding”. I believe these activities offer a way for students to truly be surrounded by words they are connecting to inside their text within the classroom. Repeated exposure is a great way to be exposed to new vocabulary. Echevarria, Vogt & Short (2004), “Letting students see and hear new words more than once and drawing on multiple sources of meaning is important for vocabulary development.” Tompkins (2002) and Echevarria, Vogt, & Short (2004) mention that relying on multiple sources and real life experiences with vocabulary increase recognition. I believe from my experiences in the classroom that this is true. Inside my classroom, I offer lessons and activities in my different class centers (art center, dramatic center, manipulative center) that connect with my literature-based unit themes. With the connection, I personally notice my students developing rich vocabulary and able to use it in their daily application based on this exposure through their experience Reference: Echevarria, J., Vogt, M., & Short, D. J. (2004). Making content comprehensible for English learners: The SIOP Model (2nd ed.). Needham Heights, NJ: Allyn & Bacon. Tompkins, G. E. (2002). Reading and language arts. [University of Phoenix Custom Edition]. Boston: Pearson Custom Publishing. Do the state mandated achievement standards for English Language Learners (ELLs) address this issue?10/13/2011 Personally, I believe that the No Child Left Behind Act of 2001 is beneficial to the education system because it allows students and teachers to be accountable for their actions and also ensure that students do not ‘fall through the cracks’ and have issues in the higher grade levels. One concern addressed by Echevarria, Vogt, & Short (2008) is the lack of success in mandated standards. The reason being is because students whose primary language is not English are subject to the same requirements of students who have only English as their primary language. “The lack of success in educating linguistically and culturally diverse students is problematic because federal and state governments expect all students to meet high standards and have adjusted national and state assessments as well as state graduation requirements to reflect new levels of achievement and to accommodate requirements of the No Child Left Behind Act (2001)” (Echevarria, Vogt, & Short, 2008).
References: Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English Learners: The SIOP® model (3rd ed.). Boston, MA: Allyn & Bacon. Gonzalez, V., Yawkey, T., & Minaya-Rowe, L. (2006). English as a second language (ESL) teaching and learning: Pre-K-12 classroom applications for students’ academic achievement and development. Boston, MA: Allyn & Bacon. Richard-Amato, P. (2010). Making it happen: From interaction to participatory language teaching: Evolving theory and practice (4th ed.). White Plains, NY: Pearson. |
Lindsey PietrocolaSince 2010, I've been incorporating technology (in some form or another) into a classroom as a teacher. Archives
April 2019
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