It's interesting to read about all of the political issues addressed 40 years ago in our country and how they seem to be coming full circle, especially in the field of education. I know right now our government has cut funding for Foreign Language teaching and that affects bilingual education as well. Whoever is making these laws is clearly not a lawmaker themselves.
" The Bilingual Education Movement is rooted in Title VI of the Civil Rights Act of 1964, which states: "no person shall be subjected to discrimination on the basis of race, color, or nation origin." As I read this statement, issues of funding flipped through my mind. Why does more funding seem to go to middle class/ all white institutions then if we have this law? It's good and only right that laws (like Lau v.. Nichols) have been passed furthering progress towards ESL and bilingual education because every person in American has their right to succeed. But despite these movements, I still feel like ESL gets put on the backburner sometimes and singled out. Just today, my practicum teacher was telling me about funding cuts in his district and how they are losing their Read180 program next year due to budget cuts in foreign language and ESL classrooms.
My practicum experience has been going smoothly this week. I get to sit in on teacher conferences on Friday, so I am excited for that. The kids starting working on a new unit with new vocabulary and stories. They did an interesting activity today where they wrote 5 vocabulary words on slips of paper, had to organize them by type (noun, verb, adj) and then choose 2 of the easiest ones for them to understand and write the word in a sentence. Their classmates then were given 2 of the harder words and wrote example sentences and had to explain them to their other classmates. Overall, a great activity.
I'm starting to become attached to these kids, oh no!!!!! I don't want to leave them :(
Monday, October 31, 2011
Monday, October 24, 2011
Grammar
I feel like everywhere that I have went so far dealing with ESL students has a different perspective on grammar. It's so controversial! At the community center where I volunteer teaching English, my boss is insistent that I do not teach verb conjugations or grammar, only phrases. I understand where he is coming from since the class is entitled, "Survival English." However, in the ESL classroom, I notice that the teacher puts an emphasis on grammar, but does not overwhelm his students with it. The other day my CT told me, "You can really only address one grammar issue a day. Otherwise the students get discouraged. Writing is already hard enough for them. Then the next you review the issue you already talked about, then work on another one. Each day builds upon the other." I 100% agree with him. I see the frustration in my practicum classroom when I have to make multiple corrections in their essays. Sometimes I just let their errors (even in their writing) because I understand what point they are trying to make. But then that brings up the issue of error correction, never would I correct a student in their speech. I might reiterate what they say to me to make sure I have a clear understanding of what they are saying and so that they can hear it with proper grammar, but I don't know how far to take it when correcting a paper. There is nothing more discouraging than a paragraph you are proud of filled with red marks!
Reflecting back on my own language experience in high school, I noticed we mainly focused on grammar, probably at least 80% of the time. It was tedious work and very boring I might add. It's very testable and, as the book says, a security blanket. If a teacher has been teaching grammar over and over, they develop a habit and get into a rhythm with their teaching. It's hard to break the cycle of not using as much grammar when it's what they know. At a recent teaching conference, I ran into my old high school Spanish teacher. She said the tables are turning and they are focusing a lot more on culture and connections in the classroom rather than grammar. The grammar is still important, but it's not worksheet after worksheet day in and day out. How great!
Where do I stand? Error correction is definitely important if that is what you happen to be focusing on. If you are teaching students how to properly write a well written essay, then it is important to get into the nitty gritty. If the purpose of the lesson is communication, for example, then there is no reason to correct grammar errors. In terms of teaching grammar, I feel the same way. To be honest, I still don't think I have fully developed a sense of what I think about it just yet. I know I'm a "circumstantialist," if anything (meaning I look at the outside context of grammar and error correction).
Reflecting back on my own language experience in high school, I noticed we mainly focused on grammar, probably at least 80% of the time. It was tedious work and very boring I might add. It's very testable and, as the book says, a security blanket. If a teacher has been teaching grammar over and over, they develop a habit and get into a rhythm with their teaching. It's hard to break the cycle of not using as much grammar when it's what they know. At a recent teaching conference, I ran into my old high school Spanish teacher. She said the tables are turning and they are focusing a lot more on culture and connections in the classroom rather than grammar. The grammar is still important, but it's not worksheet after worksheet day in and day out. How great!
Where do I stand? Error correction is definitely important if that is what you happen to be focusing on. If you are teaching students how to properly write a well written essay, then it is important to get into the nitty gritty. If the purpose of the lesson is communication, for example, then there is no reason to correct grammar errors. In terms of teaching grammar, I feel the same way. To be honest, I still don't think I have fully developed a sense of what I think about it just yet. I know I'm a "circumstantialist," if anything (meaning I look at the outside context of grammar and error correction).
TESOL practicum week of 10/18-10//21
This week's practicum work was interesting. End of the quarter was bringing out the hecticness in the classroom. Students have to meet a certain quota in their reading counts program in order to receive credit. They are required to read 3 books and then pass 3 tests ( a passing grade is 6/10) before the quarter is over. Majority of the class had passed no or 1 test. As I was looking at the gradebook, multiple thoughts were running through my head. First of all, why is it so difficult for everyone to pass these tests? Something must not be clicking with these kids. Is it an issue of motivation? But then I got to thinking, maybe these kids don't have the skills to understand the content of what they read. Right now, they are so focused on trying to figure out what each word says and means, that they cannot remember what they read. My teacher often times says, "poor (insert name here), they just try so hard, but they can't get it." I think I'm going to bring this up with him this week as a suggested lesson. I would even help him prepare it! I want to see these kids succeed. I had to help a lot of students with their quizzes. I sat next to them with the book they read and would find the entry from which the question was derived and help them find the answer. Needless to say, they passed with the extra help!
Another thing I would like to bring up is how troubled I am by the students' outside lives. Some of these kids are really, really smart. I have one student who is so eager to read Harry Potter in his free time, yet has a C- average. I found side conversations of the 6th graders are talking about beer sometimes, which absolutely shocks me. They face issues of teen pregnancy, gangs, drugs, alcohol.... I can understand why it is hard for them to focus in school. But what can I do about it as a teacher? I'm in need of some advice! I want to help my students so bad.
Another thing I would like to bring up is how troubled I am by the students' outside lives. Some of these kids are really, really smart. I have one student who is so eager to read Harry Potter in his free time, yet has a C- average. I found side conversations of the 6th graders are talking about beer sometimes, which absolutely shocks me. They face issues of teen pregnancy, gangs, drugs, alcohol.... I can understand why it is hard for them to focus in school. But what can I do about it as a teacher? I'm in need of some advice! I want to help my students so bad.
Monday, October 17, 2011
Made in America Ch 8
It was interesting to note what older, more experienced teachers attributed poor performance to. "Parents don't really care anymore," "kids don't care anymore," "A lot of cultures don't value.o ask those teachers that made those statements, "so, what do you do with them then? You still have these kids in class. You can't just not teach them." I think the issue here is these veteran teachers aren't fully comfortable with or aware of what diversity actually is.
However, other teachers not specialized in ESL or LEP students had a completely different, more positive view. The home economics teacher states, "I believe very strongly in the fact that what happens in the family and what you do with your personal life is the primary determining factor in how successful you'll be in your career and life. It has nothing to do with the color of your skin." (178). She is placing value on culture, education, hard work, and connections with family and friends rather than what one looks like. It can be hard because students from different cultures associate themselves with that culture and say things like I will just end up working at McDonalds so why does it matter that I learn in school right now. Attitude makes a difference!
Finally, one part of the reading sort of confused me a little bit. They say on page 180 that Madison sees all of their students as the same and that is "part of the glue that makes it all work." What does this mean? I thought we were supposed to recognize and respect each individual culture. Are we seeing all of the diversified students as the same? I really would like more explanation on this statement.
However, other teachers not specialized in ESL or LEP students had a completely different, more positive view. The home economics teacher states, "I believe very strongly in the fact that what happens in the family and what you do with your personal life is the primary determining factor in how successful you'll be in your career and life. It has nothing to do with the color of your skin." (178). She is placing value on culture, education, hard work, and connections with family and friends rather than what one looks like. It can be hard because students from different cultures associate themselves with that culture and say things like I will just end up working at McDonalds so why does it matter that I learn in school right now. Attitude makes a difference!
Finally, one part of the reading sort of confused me a little bit. They say on page 180 that Madison sees all of their students as the same and that is "part of the glue that makes it all work." What does this mean? I thought we were supposed to recognize and respect each individual culture. Are we seeing all of the diversified students as the same? I really would like more explanation on this statement.
Tuesday, October 11, 2011
Facilitating Discussion - ENG 345 October 11
The TAT in Dolores' is an absolutely genius idea. Not only does this creating the newspaper encourage conversation skills and build vocabulary, but it encompasses extensive reading to somewhat of an extent. The kids are reading about what they want to be reading about because they, after all, created the topic, but at the same time have to read it for class in order to understand the activities in discussion hence the reason why it's somewhat of an extent.
Through the different stations the teacher is encompassing all types of learning - visual, kinesthetic, and as well as a comprehensive type of learning. I feel as though English Language Learning is often limited to reading and writing activities and watching movies. Here the teacher opens up the classroom to discussion about what the students want to learn and then gives them hands on activities (as with the pipes) to better understand the vocabulary and the concepts. This actually sparked an idea in my head. It would be neat to take my students out to a restaurant after doing a unit on manners and proper restaurant etiquette so that they could actually apply what they had learned! I feel as though real world application is one of the most beneficial ways to learn and REMEMBER a long.
I have recently been given another TESOL practicum placement because I was placed late in mine. Yesterday, for the first time, I had the opportunity to observe an advanced adult ESL class. Chapter 18 was very interesting to read because I actually got to see some of these concepts take place in the classroom. I'm gonig to focus on the 'Interaction as the Key to Improving EFL Learners' Speaking Abilities.' The focused on mainly oral activities to stimulate conversation last night. They played a lot of word games where they had to describe words or emotions and get their team to guess them. They were excited about it and really engaged. They also had a food day, which incorporated their appropriate cultures into the classroom. They each had to bring a dish and then, before they all ate, each student was required to describe how they made their dish, the ingredients, and the popularity of the dish in their classroom. Overall it was a good first experience despite the informality of the classroom situation (this class was an exception, the next week should be more normal).
Finally, I would just like to touch upon how cultural awareness and oral activities go hand in hand. To be communicatvely competent in a culture, you have to understand. This includes factors such as manners, greetings, conversation fillers (like, um, well) and understanding when it is appropriate to speak. It's good to have lessons about this in class so that students do not go out into the world culturally unaware, so to speak. It's important to keep their culture, but at the same time it's good to have the practice so they understand the rules and culture of our English speaking world. I surely want to see my students succeed :)
Through the different stations the teacher is encompassing all types of learning - visual, kinesthetic, and as well as a comprehensive type of learning. I feel as though English Language Learning is often limited to reading and writing activities and watching movies. Here the teacher opens up the classroom to discussion about what the students want to learn and then gives them hands on activities (as with the pipes) to better understand the vocabulary and the concepts. This actually sparked an idea in my head. It would be neat to take my students out to a restaurant after doing a unit on manners and proper restaurant etiquette so that they could actually apply what they had learned! I feel as though real world application is one of the most beneficial ways to learn and REMEMBER a long.
I have recently been given another TESOL practicum placement because I was placed late in mine. Yesterday, for the first time, I had the opportunity to observe an advanced adult ESL class. Chapter 18 was very interesting to read because I actually got to see some of these concepts take place in the classroom. I'm gonig to focus on the 'Interaction as the Key to Improving EFL Learners' Speaking Abilities.' The focused on mainly oral activities to stimulate conversation last night. They played a lot of word games where they had to describe words or emotions and get their team to guess them. They were excited about it and really engaged. They also had a food day, which incorporated their appropriate cultures into the classroom. They each had to bring a dish and then, before they all ate, each student was required to describe how they made their dish, the ingredients, and the popularity of the dish in their classroom. Overall it was a good first experience despite the informality of the classroom situation (this class was an exception, the next week should be more normal).
Finally, I would just like to touch upon how cultural awareness and oral activities go hand in hand. To be communicatvely competent in a culture, you have to understand. This includes factors such as manners, greetings, conversation fillers (like, um, well) and understanding when it is appropriate to speak. It's good to have lessons about this in class so that students do not go out into the world culturally unaware, so to speak. It's important to keep their culture, but at the same time it's good to have the practice so they understand the rules and culture of our English speaking world. I surely want to see my students succeed :)
Monday, October 10, 2011
Made in America Ch 7
First I would like to discuss the questions from last week followed by the reading.
1. FOCUS ON PEDAGOGY - The teacher uses a task based, learner centered approach in his classroom. Students use a specific program called Read 180. It incorporates group work, silent reading time, and computer tasks. Group work includes work on circle maps together, reading a passage together and then answering questions about it individually, or playing a game of some type. The teacher uses only English in his class room. The kids are allowed to speak Spanish (this includes asking him questions, giving responses, or writing vocabulary words in Spanish). He always responds to them in English no matter the situation unless he really wants them to get moving, them he says "Andale" which means hurry up.
2. FOCUS ON STUDENT INTERACTION - The kids codeswitch between English and Spanish. Talking amongst themselves, the students generally speak in Spanish. Although, every now and then I hear them speaking in English. The students do not always talk regularly in class. The teacher likes them to stay focused on their tasks and not get distracted. They don't have very many group discussions as a whole -- only in small group work for about 20 minutes of the 90 minute period. Otherwise, they are expected to be quiet and work the rest of the time. There is more S-T interaction than S-S interaction. He incorporates a lot of IRF in the small group station. The questions he asks leads to a lot of higher thinking from the information they gather in the reading.
Chapter 7 talked about creating a supportive place for immigrants -- understanding backgrounds, religions, and cultures. Without this understanding assumptions about students are made. Teachers assume the students and/or parents are irresponsible if the child does not come to school fed or that because the child does not understand what is going on, they belong in special education. Apart from cultural factors, I think in order to create a supportive place for immigrants, teachers need to understand the age they are dealing with as well. Preteens and teens are very vulnerable to the society around them and this definitely affects their development and motivation in the classroom. In my practicum right now, 7th and 8th graders are dealing with issues of pregnancy, drugs, alcohol, and gangs. However, that is nowhere to be seen in the 5th and 6th grade classrooms. Teachers need to be supportive of their students during these tough times of change rather than brush it off and tell their students to 'focus' more.
I don't like the name given to the Newcomer school. It classifies the students immediately. I understand it was created for the purpose of helping immigrants with a highly trained and specialized staff, but couldn't they give it a different name?!
1. FOCUS ON PEDAGOGY - The teacher uses a task based, learner centered approach in his classroom. Students use a specific program called Read 180. It incorporates group work, silent reading time, and computer tasks. Group work includes work on circle maps together, reading a passage together and then answering questions about it individually, or playing a game of some type. The teacher uses only English in his class room. The kids are allowed to speak Spanish (this includes asking him questions, giving responses, or writing vocabulary words in Spanish). He always responds to them in English no matter the situation unless he really wants them to get moving, them he says "Andale" which means hurry up.
2. FOCUS ON STUDENT INTERACTION - The kids codeswitch between English and Spanish. Talking amongst themselves, the students generally speak in Spanish. Although, every now and then I hear them speaking in English. The students do not always talk regularly in class. The teacher likes them to stay focused on their tasks and not get distracted. They don't have very many group discussions as a whole -- only in small group work for about 20 minutes of the 90 minute period. Otherwise, they are expected to be quiet and work the rest of the time. There is more S-T interaction than S-S interaction. He incorporates a lot of IRF in the small group station. The questions he asks leads to a lot of higher thinking from the information they gather in the reading.
Chapter 7 talked about creating a supportive place for immigrants -- understanding backgrounds, religions, and cultures. Without this understanding assumptions about students are made. Teachers assume the students and/or parents are irresponsible if the child does not come to school fed or that because the child does not understand what is going on, they belong in special education. Apart from cultural factors, I think in order to create a supportive place for immigrants, teachers need to understand the age they are dealing with as well. Preteens and teens are very vulnerable to the society around them and this definitely affects their development and motivation in the classroom. In my practicum right now, 7th and 8th graders are dealing with issues of pregnancy, drugs, alcohol, and gangs. However, that is nowhere to be seen in the 5th and 6th grade classrooms. Teachers need to be supportive of their students during these tough times of change rather than brush it off and tell their students to 'focus' more.
I don't like the name given to the Newcomer school. It classifies the students immediately. I understand it was created for the purpose of helping immigrants with a highly trained and specialized staff, but couldn't they give it a different name?!
Wednesday, October 5, 2011
ENG 345 - October 6th
I did not know that there were so many steps in between writing the first draft of the paper and editing it. Speaking as a student myself, I know how painful and undelightful editing a paper can be -- after all, I wrote it, why should I have to go back and fix what I think is correct? I feel like the way paper editing was explained in the chapters is related to scaffolding. The students are not going to know how to edit a paper correctly without the proper guidance. It is therefore important that the teacher shows them both how to proper self/peer edit papers as well as understand the importance in doing so. I've noticed in practicum that the students look too much to the teacher or myself to read what they have been written and correct it for them.
The book explains that it is more important for students to understand error categories rather than individual errors. It is always difficult to go back and reread your own writing and detect errors. If students are more aware of the types of errors made in something that is not part of their own writing, it can be easier for them to recognize the mistakes that they have made.
It is inevitable that mistakes will be made in writing. We're all human, even natural born speakers of a language make mistakes in both writing and speech! Speaking in terms of achievement, I like how Ferris related to getting your students from point A to point Z rather than from point A to point B. Just thinking of my own second language acquisition, I was nowhere near proficient at the end of my first year of Spanish, nor did I have the confidence to speak. Benchmarks are a good thing, in my opinion. I really am in favor of a student reaching point B, then point F, then point M, all the way until point Z. Actually, I can very much relate this to running a marathon. A marathon is 26.2 miles total. Thinking about running that much at one time is incredibly overwhelming and quite frankly, scary. It's easier to think of it in chunks - first you run 1 mile, then you've run a 5k, then you've run a 10k, then you've run 10 miles and before you know it you're halfway done and counting down to the finish. Language learning should be the same. Start with the basics and build your way up.
The book explains that it is more important for students to understand error categories rather than individual errors. It is always difficult to go back and reread your own writing and detect errors. If students are more aware of the types of errors made in something that is not part of their own writing, it can be easier for them to recognize the mistakes that they have made.
It is inevitable that mistakes will be made in writing. We're all human, even natural born speakers of a language make mistakes in both writing and speech! Speaking in terms of achievement, I like how Ferris related to getting your students from point A to point Z rather than from point A to point B. Just thinking of my own second language acquisition, I was nowhere near proficient at the end of my first year of Spanish, nor did I have the confidence to speak. Benchmarks are a good thing, in my opinion. I really am in favor of a student reaching point B, then point F, then point M, all the way until point Z. Actually, I can very much relate this to running a marathon. A marathon is 26.2 miles total. Thinking about running that much at one time is incredibly overwhelming and quite frankly, scary. It's easier to think of it in chunks - first you run 1 mile, then you've run a 5k, then you've run a 10k, then you've run 10 miles and before you know it you're halfway done and counting down to the finish. Language learning should be the same. Start with the basics and build your way up.
Sunday, October 2, 2011
ENG 394 9/26 &10/3
I am a few weeks behind on my blog, I apologize! I feel like I have so much to write about, better get started.
First, my practicum experience. Over the past 2 weeks, I have spent roughly 13 hours there getting accustomed to the classroom and the students. I see 5-8 grade students throughout the day. All of them are of Mexican descent, and the teacher is from Spain, but strictly speaks to them in English. They are from all different levels, from students who barely speak any English, to those who are reading Harry Potter novels. (This poses a question -- what happens to those students at the Harry Potter level? Are they removed from ELL rooms?)
They use a program called Read 180. Students are divided into groups based on their proficiency from what I can gather. They work at 3 different stations throughout the class period, which is roughly 90 minutes. They have computer activities, quiet reading time, and group work. It's been a good experience so far. I have been able to help a low student with his work. He is 11 years old and has been here for four years, but was intimidated to ask me my name in fear of asking me incorrectly. He has warmed up to me and even reads outloud. Sometimes I don't know if he understands what he reads, but at least he is working on his annunciation. He is currently reading 2nd grade level books.
The students have to read books and take tests. They get 3 chances to take a test, which are all based on reading comprehension. If you don't understand what you read, you don't pass the test.
I really like the teacher and he gives me some very helpful pointers, I just have a few critques so far. They do the same thing EVERYDAY practically. He tells them when they enter the classroom, "Ok, you guys know what you are supposed to do. Go ahead and get busy." Kinda boring in my opinion. Second, I feel like he needs to be more sensative to their ages. These kids are in middle school, and I know he means it all as a joke, but he teases them a lot. And I mean A LOT. I think he could back off somewhat.
It's so funny because I can tell that the kids are all whispering about this blonde girl standing next to the teacher in the front of the room. They've been watching me very closely, but I think I'm finally starting to bond with the 5th & 6th graders. I think they just needed to know that they could trust me, and that I understood them. I only see the 7th/8th graders for about 90 minutes a week, so I have to work on them a little bit more.
There were a few points in Olsen at the beginning of capter 5 that specifically caught my attention. From what I can gather, Latinos (or any race for the matter) do not like to be identified as 'newcomers' Pg. 109 says, "not to be able to define one's race is not really to exist on the social map of the non-newcomers." That's a pretty powerful statement in itself. It continues to say that newcomers VALUE invisibility because it means that they aren't 'newcomers.' So what defines a newcomer then? Apparently, it's an immigrant. Immigrant is a term that I hear often used in classrooms, but not all of the students are immigrants. Is this sort of generalization assuming that just because they don't speak English very well making them feel like 'newcomers' therefore like outsiders? It would be interesting to ask my kids that.
First, my practicum experience. Over the past 2 weeks, I have spent roughly 13 hours there getting accustomed to the classroom and the students. I see 5-8 grade students throughout the day. All of them are of Mexican descent, and the teacher is from Spain, but strictly speaks to them in English. They are from all different levels, from students who barely speak any English, to those who are reading Harry Potter novels. (This poses a question -- what happens to those students at the Harry Potter level? Are they removed from ELL rooms?)
They use a program called Read 180. Students are divided into groups based on their proficiency from what I can gather. They work at 3 different stations throughout the class period, which is roughly 90 minutes. They have computer activities, quiet reading time, and group work. It's been a good experience so far. I have been able to help a low student with his work. He is 11 years old and has been here for four years, but was intimidated to ask me my name in fear of asking me incorrectly. He has warmed up to me and even reads outloud. Sometimes I don't know if he understands what he reads, but at least he is working on his annunciation. He is currently reading 2nd grade level books.
The students have to read books and take tests. They get 3 chances to take a test, which are all based on reading comprehension. If you don't understand what you read, you don't pass the test.
I really like the teacher and he gives me some very helpful pointers, I just have a few critques so far. They do the same thing EVERYDAY practically. He tells them when they enter the classroom, "Ok, you guys know what you are supposed to do. Go ahead and get busy." Kinda boring in my opinion. Second, I feel like he needs to be more sensative to their ages. These kids are in middle school, and I know he means it all as a joke, but he teases them a lot. And I mean A LOT. I think he could back off somewhat.
It's so funny because I can tell that the kids are all whispering about this blonde girl standing next to the teacher in the front of the room. They've been watching me very closely, but I think I'm finally starting to bond with the 5th & 6th graders. I think they just needed to know that they could trust me, and that I understood them. I only see the 7th/8th graders for about 90 minutes a week, so I have to work on them a little bit more.
There were a few points in Olsen at the beginning of capter 5 that specifically caught my attention. From what I can gather, Latinos (or any race for the matter) do not like to be identified as 'newcomers' Pg. 109 says, "not to be able to define one's race is not really to exist on the social map of the non-newcomers." That's a pretty powerful statement in itself. It continues to say that newcomers VALUE invisibility because it means that they aren't 'newcomers.' So what defines a newcomer then? Apparently, it's an immigrant. Immigrant is a term that I hear often used in classrooms, but not all of the students are immigrants. Is this sort of generalization assuming that just because they don't speak English very well making them feel like 'newcomers' therefore like outsiders? It would be interesting to ask my kids that.
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