For my VBLog Entry 2, I decided to interview my friend Kani
who I met my Freshman year at the University of Houston. I started the
interview with a few basic questions to understand what language Kani was first
raised learning, where she was originally from, and at what age she began her
journey with learning English in a US school. I moved on to ask Kani about anything
special her teachers did that helped make the process of learning English
better and she pointed out that things that helped the most were when teachers
used pictures and made things visual, when she got to read books to start
understanding the meanings of English words, receiving an English dictionary
that she studied, and being partnered with a classmate of hers that was
proficient in both Urdu and English. Wright points out that “semantics is the
study of the meaning of words, phrases, and sentences” when she points of the
five “subsystems of language traditionally studied by linguists,” (2015, p.
31-33) which I connected to Kani’s ability to start picking up word meaning by
continuously using and looking back on her English dictionary as a helpful
resource. The textbook also states that “pragmatics is the study of language
from the point of view of the users, especially in terms of the choices they
make, the constraints they encounter in using language,” (Wright, 2015, p. 34) etc., which made me think of when Kani pointed
out how helpful it was getting casual opportunities daily to listen to the
class, speak when possible, and getting partnered with a classmate to help her
make that Urdu to English transition, all of which highlight this pragmatics subsystem
of language that probably proved to be the most beneficial to Kani. She also
pointed out that one of the most challenging aspects of learning English was
her inability to be able to communicate the things she wanted or have someone
understand what she wanted to say, she pointed out that it was a feeling of being
trapped in another world. She said she would try to get a few words out and
sometimes resorted to acting things out, pointing, and drawing pictures and
arrows, which reminded me of when Wright pointed out that “with modified
interaction… speakers may make several modifications as they converse to get
their meanings across (which) may include simplifying the language, reducing
the rate of speech, and using gestures” (2015, p. 53).
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
I enjoyed watching your video with your friend Kani. I think hearing her story is very interesting and unique. It was interesting to hear how she came to the public school system at the 2nd grade, that can be tough since you are a little older. That is great to know her teacher was very patient with her. It takes patient and educated ESL teachers in order for students to become fluent in English. Kani now speak really good English, I would never able to tell that she was a ESL leaner. According to Wright (2015) “The purpose of ESL instruction is to enable ELLs to develop their proficiency in English by mastering the skills of listening, speaking, reading and writing to the extent that they are able to use the English language appropriately and effectively for authentic communicative purposes and to achieve academic success in English-language mainstream classrooms” (pg.90) Students transitioning from a ESL class to an all English speaking class will have a smooth transition because the purpose is to make sure students are proficient. I am sure Kani had a smooth transition because of this. Thank you for sharing her story.
ReplyDeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hi Elysa, I liked what you said in your comment to Megan. When you said that the purpose is to make sure students are proficient, that was a good point. That reminded me of a statement made when I was reading the text. Wright (2015) says that no matter how the school or teachers go about teaching ESL students, it is their job to make sure that the students are learning, and the school/teachers are doing the best of their ability to do so (p. 117). As teachers we want to make sure that what we are teaching comes across to the students. Especially for ESL students for them to become proficient we have to put in our best efforts always to see them succeed.
DeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hey Elyse, thanks for the comment! I really liked how you noticed Kani's exceptional proficiency with English and I agree it's incredible that her teachers worked so well with her because you would never be able to tell she was an English Language Learner and it's clear the instruction and In-Class ESL model worked well for Kani. Wright points out that the In-Class ESL Instruction Program or where ESL instruction is provided by the regular classroom teacher "is preferred over the pull-out model for several reasons: the students do not miss anything in class by being pulled out... the classroom teachers take for responsibility for the education of all their students... and the classroom teachers can coordinate interactions between ELLs and English proficient students in the classroom that will further assist ELLs in learning English" (2015, p. 108). It shocked me when Kani first told me she didn't have anyone pulling her out for ELL work each day, or a specialist coming into the room, but after reading the text I understand why that model can work so effectively for some students, and like you said it helped Kani become very proficient. Like you also pointed out, the way she learned helped her best achieve academic success in her mainstream classroom because that's where she stayed to learn throughout the entire day.
DeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Caroline, I'm glad you brought up the point that for teachers with ESL students, their main priority should be ensuring that their students are learning in any way possible using any programs and strategies they have been trained with. That's why I feel it is so important to be ESL certified and have proper training with teaching these students because it can become very overwhelming, and teachers should always feel that they are teaching these students to the best of their ability, like you said. "Teachers should keep in mind that adherence to a specific method may restrict a teacher's creativity and professional judgement [and] the context of the classroom and the needs of the students should be the starting point, rather than any given method" (Wright, 2015, p. 64). I point this out because it's important for teachers to understand what each student needs to be successful and that way they will better ensure their students are learning and that they are doing their best to teach and help.
DeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hi Megan! Your interviewee learned the English language at such a young age. Which is great, because that’s when the human brain is at its best to learn. The fact that her teachers used visuals in their classrooms is amazing, not only does it help ELL students but also any other student in that classroom that are struggling. There are many ways that teachers can help ELL in their classrooms. It is great that she had teachers that accommodated to her needs and implemented ways to help her. In my student teaching experience, one of my classes is an ESL class and my CT is constantly reminding me use gestures when teaching. Wright also suggested this when he stated, “with modified interaction… speakers may make several modifications as they converse to get their meanings across (which) may include simplifying the language, reducing the rate of speech, and using gestures”. (p. 53) Overall, I am glad she had a good experience in the public-school system.
ReplyDeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hey Carina, I agree the use of visuals and gestures is a great simple strategy that will likely cater to most ELLs in any classroom. This technique could easily make some of the process of learning the English language more meaningful to them and less complicated. Although it's important that ELL teachers keep in mind that one technique, method, or program that works for an ELL student may not be what works for another. Wright points out that "while strong forms of bilingual education with the goal of helping all students become bilingual/biliterate and master academic content should be available to all ELLs, the reality is that no single program model is appropriate for all students in all school contexts" (2015, p.115). With this in mind, it's important to know each of your students individually and understand their needs and learning styles, but I do feel like the use of visuals and gestures could be beneficial to all students in a mainstream classroom, regardless if the are ELLs.
DeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hi Megan! I enjoyed watching your video and I couldn't help but notice that Kani and my mother had so many things in common when it came to learning English in the United States. They both came at a young age which is beneficial for them since young school-age children often have greater motivation, pressure, needs, and opportunities to develop second language proficiency than adults (Wright, 50). My mother also said that the thing that helped her the most was the use of pictures and when her teacher would show visuals, an example being of when her teacher would mimic what a tree looked like with her body. I think visuals are the best way to help an ELL student because they can then connect that image with the English word and that word within their own language.
ReplyDeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hi Zoe, I definitely agree that visuals are something beneficial to all ELLs, especially to these students who are learning at such an early age like you mentioned. Their brains are like sponges soaking everything in and when they can connect a mental image to new words and ideas in a new language, it makes their learning process that much more meaningful. This visual connection to their new language would definitely occur through meaningful and frequent interactions throughout the classroom. "Researchers have argued that interaction is essential for second language acquisition to occur, and thus they have studied the ways in which speakers modify their speech and their interaction patterns to help learners participate in conversation" (Wright, 2015, p. 53). This style and technique of helping ELLs learn is something I will utilize in my future classroom where I will also ensure the best opportunities for frequent student interactions to promote learning.
DeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hi Megan! I am so happy that Kanni benefited so much from being partnered up with a classmate who also spoke Urdu. Throughout our readings we have learned that interaction is crucial for English language development. One of the strategies that correlate with interaction is “think-pair-share” where students are partnered up, and they discuss what they are learning. It is thought to be very beneficial because “Everyone is talking at once, and the ELLs are talking only with one peer. If their answers are not quite right, their partners may be able to help them clarify misunderstandings” (Pg.171) So I am glad that Kanni had such a great partner, whom she connected with, and felt safe talking to.
ReplyDeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hey Joanna, I like how you connected the way Kani learned with her partner that spoke Urdu to the strategy of think-pair-share. We've learned that it's an effective strategy to promote learning in the classroom because students are given a risk free, low pressure opportunity for sharing their ideas with a partner and having discussions. This promotes the idea of the "teacher as agent of socialization" because "the ways teachers organize their programs and practices helps students adjust to the everyday practices, the system of values and beliefs, and the means and manners of communication at school and in society" (Wright, 2015, p. 29). Effective teachers create a safe environment to promote learning for ELLs and adopt practices to make the adjustment to a new language smoother, while providing ways for these students to understand more about communication in and out of school.
DeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Megan, I was so happy to watch this interview with your boyfriends sister. I thought it was so interesting and informative learning what the most difficult part about learning English are for some ESL students. The language seems so concrete to us because it’s what we were taught from such a young age that we don’t realize how truly different it is from other languages. I really like the fact that her school took time to offer her the support she needed to grow. As we know, we teach to the whole child and support can often times be the biggest helper in English language learning. Support can look like giving students accommodations or just creating a safe environment where they feel they can make mistakes. ((Wright, 2015, p.49)
ReplyDelete