For VBlog Entry 3, I decided to interview Mrs. Reynolds, a kindergarten teacher at Foster Elementary who has been teaching ELLs in her class for 6 years now. She has had lots of experience reflecting on what works best for the ELLs in her class, especially with them at such a young age, so I felt that she would be a great teacher to answer some questions and give some advice from the work she's done over the years. Mrs. Reynolds first told me that she currently has 3 hispanic ELLs and 1 Taiwan ELL. She told me that the biggest challenge they face is trying to follow multi-step directions and that they also struggle with understanding when and how to let her know what they want to say or do. However, Mrs. Reynolds said she's always enjoyed working with ELLs in her class because she loves the challenge and helping them grow closer to where they should be for first grade. Mrs. Reynolds also discussed with me certain approaches and methods she uses to make her teaching more effective for these ELLs and why these work the best for her students. As I suspected at such a young age, visual cues and pictorials, gestures, and manipulatives are very helpful for these ELLs in kindergarten because they are still understanding how words and writing work in general at this early of an age, especially when their English speaking peers still have challenges with words and written material. Mrs Reynolds also told me that she always wants her students to feel comfortable in the class and never scared of what is going on, because especially for these ELLs, kindergarten can be an extremely intimidating time where most of them are just starting school which makes it even scarier that they aren't familiar with the main language being used, so learning is constantly occurring. Mrs. Reynolds philosophy reminds me of when Wright discussed the Natural Approach of second language teaching where "the teacher's job is to provide comprehensible input in a safe and enjoyable classroom environment" and "the teacher uses a wide variety of techniques, such as total physical response (TPR), ample visuals and realia, small group work, and any other activities involving meaningful communication that can facilitate the provision of comprehensible input" (2015, p. 61).
I was also curious of some of the struggles Mrs. Reynolds faces with the ELLs. I wondered how she may understand some of the students when they resort to continuously speaking in their native language or absolutely can't get their point across and communicate effectively. She said sometimes there are challenges related to understanding what they want to do or are trying to say, but she just stays persistent and they work through it together. Another instance, however, there may be rare times when additional support is in the room that happens to know how to translate, which Mrs. Reynolds pointed out is usually her last resort when I asked her more about that after the interview. I was interested in this as it is a concern of mine for my future ELLs so I found where the text discusses that "when students know a translation is coming they have no need to attend to the English, and thus they acquire little English (Wright, 2015, p. 299). I was also interested in hearing some ways Mrs. Reynolds assesses these students' learning in the classroom to which she answered that she uses more visuals, lots of one-on-one time, hands on work and manipulatives, and basically whatever they can show her they know if they can't tell her. Mrs. Reynolds is a great example of when Wright explains the "teacher as evaluator" where teachers "must become skilled in the use of authentic assessment tools and procedures to accurately evaluate ELLs language and literacy abilities in English and in their home languages and know how to use these results to track students progress and plan effective instruction" (2015, p. 29). Hope you like the video!
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hey Megan! I enjoyed watching your interview with Mrs. Reynolds. Just by hearing her discuss he challenges and approaches for ELLs, I can tell that she is an experienced and effective teacher. I agree with Mrs. Reynolds when she mentioned that visuals and small group help students understand the language and the content better. I can speak from experience that small group work is essential for every student, especially ELLs. Interaction, especially in small groups, allow ELLs to interact in a comfortable environment. This reminds me of when Wright suggested that “children’s language, a form of knowledge in Vygotsky’s view, develops primarily through interactions” (2015, p. 57).
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hey Kani, I like how you pointed out that small group work is such an essential characteristic of an effective classroom that supports ELL learning. Wright strongly supports the use of small group instruction throughout the textbook and, like you said, points out how important instructional methods, like the use of small group, should consistently focus on the types of interactions the students are having in the classroom daily. Wright also supports the small group instruction approach in the classroom when she explains the use of primary language support and effective instruction and said "for concepts that may require more extensive explanation, such as a math lesson on probability, the teacher or a bilingual paraprofessional can work with a group of ELLs who need the support while the other students work on their own" (2015, p. 300). I think it's so important to implement small group instruction because it can be used in a variety of ways as additional support for ELLs or simply explaining concepts more effectively to every students in the classroom, not just the ELLs.
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hi Megan, thanks for sharing your video! Mrs. Reynolds seems like a great resource for ELL instruction advice. I agree with what she stated about “getting onto their level” when speaking with her ELL students and having a lot of patience with them. We can’t expect our ELL students to come into the classroom and pick up English quickly. I like how y’all discussed how the students must be feeling scared in their new environment. It is good for a teacher to be empathetic with their ELL students, so they know how to adapt their instruction. It seems that Mrs. Reynolds has developed a “personal approach” to her ELL instruction, by “adapt[ing] the methods and approaches [she] use[s] to the realities of [her] classroom” (Wright, 2015, p.64). She gets to know her ELLs and adjusts her instruction and assessments accordingly, such as using more pictures or letting her student recite the alphabet in Spanish.
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hey Lauren, thanks for the comment, everything you said was so insightful! I agree Mrs. Reynolds is a great resource and excellent example of that "personal approach" with instruction in her classroom. It's so important to remember that creating that safe environment where all the students, especially the ELLs, don't feel threatened or unwelcome. Wright states that "teachers must be able to answer basic questions about the ELLs in their classroom if they are to provide effective instruction for them" (2015, p. 16). Mrs. Reynolds gave great advice on getting to know her students and understanding what her ELLs need, and basing the adjustment of her instruction off of that understanding of each, individual student.
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hi Lauren, It is so important to make sure all of our students feel protected in our classroom. It sounds like Mrs. Reynolds has done a phenomenal job at making sure her classroom is a safe environment, and she has made that a priority. Wright (2015) emphasizes the importance of a safe environment especially for our English language learners. Mrs. Reynolds seems like a wonderful mentor with a lot of insight and advice on how to make amazing connections with her students in the classroom.
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hey Megan! I love that you interviewed a kindergarten teacher because she relates a lot to the one I interviewed. Kindergarten is tricky and can be a lot more challenging due to the fact that for many this is the first time they grab that exposure of sitting in a classroom all day. Many of the times these students have never had the social encounters they are now receiving every day and getting to know a brand new ELL student during this time can be tough. I see that there are 3 Spanish speaking students, maybe allowing peer interaction between them can help them in the classroom as well. Wright (2015) states “learners need opportunities to interact with other speakers” (pg.53) I believe that is a great approach because maybe one Spanish speaking student may be able to understand English a little better than the other. You never know how much that may help in the classroom!
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hi Shelly, I really like that idea of thinking about using your students as helpful resources for the ELLs in the classroom, especially having the ELLs work with each other. That could also create a less threatening environment for those Kindergarteners that may be having their first experience in the classroom setting. Wright points out that "when learners are in conversation, making an effort to produce language that the person with whom they are conversing can understand, they are most likely to see the limits of their second language ability and the need to find better ways to get their meaning across" (2015, p. 53). I think this is an important idea to keep in mind, especially with younger ELL students in Kindergarten because they are still getting the feel of interactions with other students and their own abilities with their second language.
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Thank You for sharing your video, I really enjoyed watching this interview. I can tell that Mrs. Reynolds really cares about her students and wants them to be successful in learning English as a second language. I can relate with the Hispanic students that she has in her classroom because I was also an ELL whose home language was Spanish. The Spanish alphabet, vowels, and the language in general is very different compared to English. I think it is great how Mrs. Reynolds accommodates her ELL students and lets them test in their home language because Wright (2015) mentions that “tests in the home language appear to be the best accommodation” (p. 129).
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hey Melissa, I'm glad you could relate and identify with Mrs. Reynold's hispanic ELLs. I can't imagine how difficult it is in the English learning process for them as Kindergarteners as well, especially understanding all the differences between the two languages, like you pointed out. That's why it is so important for Mrs. Reynolds to have those accommodations and be careful and mindful when choosing effective assessment methods in her classroom, especially with those ELLs. As Wright points out "because of the difficulties involved in assessing the learning process of ELLs using standardized tests... effective teachers of ELLs use their own alternative authentic assessments throughout the school year." These assessments "closely match instructional practices in the classroom [and] are generally developed directly from classroom instruction, group work, and related classroom activities" (Wright, 2015, p. 139). It's clear Mrs. Reynolds utilizes effective forms of accommodation for her ELLs. I believe that's so important because she mentions that ELLs can often become troubled with trying to communicate what they want, and what's most important is assessing their learning and success in the classroom in any possible way.
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hi, Megan! I enjoyed watching you interview Ms. Reynolds! It seemed like she is very passionate about teaching her students, and I can tell that she does a good job working with them so that they can succeed. Since Spanish speakers hear things differently such as their vowels and sounds, I thought Ms. Reynolds did a good job at using words from their home language to help them to understand what they are supposed to be learning. As stated in the text, teachers need to know their students’ cultural backgrounds and how culture influences learning at school, and I believe that Ms. Reynolds did a good job at considering this factor (Wright, 2015, p. 17). Your interviewee showed an example of this when she gave her students the option to perform in Spanish instead of English. She knew that they knew the alphabet in Spanish, and worked with them in a meaningful way. This is a wonderful thing, because instead of saying that they are wrong for not knowing it in English, she allows them to embrace the fact that they do know the material, just in a different language.
Wright, Wayne (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, Second Edition.
Hey Megan, first Id like to say your interview was so real with all the interruptions it is so hard to find a quiet place to interview. At the end of your video Mrs. Reynolds talked about classroom environment and I have to say her classroom with so colorful and it looked so friendly. It made me want to just be apart there was so much on the walls for clues for the students as well. Wright emphasizes the importance of a safe environment especially for our English language learners.( Wright 2015) If the students are happy and in a good place it will make learning come ten times easier! Thanks for the awesome video!
Hey Megan!
ReplyDeleteI enjoyed watching your interview with Mrs. Reynolds. Just by hearing her discuss he challenges and approaches for ELLs, I can tell that she is an experienced and effective teacher. I agree with Mrs. Reynolds when she mentioned that visuals and small group help students understand the language and the content better. I can speak from experience that small group work is essential for every student, especially ELLs. Interaction, especially in small groups, allow ELLs to interact in a comfortable environment. This reminds me of when Wright suggested that “children’s language, a form of knowledge in Vygotsky’s view, develops primarily through interactions” (2015, p. 57).
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hey Kani, I like how you pointed out that small group work is such an essential characteristic of an effective classroom that supports ELL learning. Wright strongly supports the use of small group instruction throughout the textbook and, like you said, points out how important instructional methods, like the use of small group, should consistently focus on the types of interactions the students are having in the classroom daily. Wright also supports the small group instruction approach in the classroom when she explains the use of primary language support and effective instruction and said "for concepts that may require more extensive explanation, such as a math lesson on probability, the teacher or a bilingual paraprofessional can work with a group of ELLs who need the support while the other students work on their own" (2015, p. 300). I think it's so important to implement small group instruction because it can be used in a variety of ways as additional support for ELLs or simply explaining concepts more effectively to every students in the classroom, not just the ELLs.
DeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hi Megan, thanks for sharing your video! Mrs. Reynolds seems like a great resource for ELL instruction advice. I agree with what she stated about “getting onto their level” when speaking with her ELL students and having a lot of patience with them. We can’t expect our ELL students to come into the classroom and pick up English quickly. I like how y’all discussed how the students must be feeling scared in their new environment. It is good for a teacher to be empathetic with their ELL students, so they know how to adapt their instruction. It seems that Mrs. Reynolds has developed a “personal approach” to her ELL instruction, by “adapt[ing] the methods and approaches [she] use[s] to the realities of [her] classroom” (Wright, 2015, p.64). She gets to know her ELLs and adjusts her instruction and assessments accordingly, such as using more pictures or letting her student recite the alphabet in Spanish.
ReplyDeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hey Lauren, thanks for the comment, everything you said was so insightful! I agree Mrs. Reynolds is a great resource and excellent example of that "personal approach" with instruction in her classroom. It's so important to remember that creating that safe environment where all the students, especially the ELLs, don't feel threatened or unwelcome. Wright states that "teachers must be able to answer basic questions about the ELLs in their classroom if they are to provide effective instruction for them" (2015, p. 16). Mrs. Reynolds gave great advice on getting to know her students and understanding what her ELLs need, and basing the adjustment of her instruction off of that understanding of each, individual student.
DeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hi Lauren,
DeleteIt is so important to make sure all of our students feel protected in our classroom. It sounds like Mrs. Reynolds has done a phenomenal job at making sure her classroom is a safe environment, and she has made that a priority. Wright (2015) emphasizes the importance of a safe environment especially for our English language learners. Mrs. Reynolds seems like a wonderful mentor with a lot of insight and advice on how to make amazing connections with her students in the classroom.
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hey Megan! I love that you interviewed a kindergarten teacher because she relates a lot to the one I interviewed. Kindergarten is tricky and can be a lot more challenging due to the fact that for many this is the first time they grab that exposure of sitting in a classroom all day. Many of the times these students have never had the social encounters they are now receiving every day and getting to know a brand new ELL student during this time can be tough. I see that there are 3 Spanish speaking students, maybe allowing peer interaction between them can help them in the classroom as well. Wright (2015) states “learners need opportunities to interact with other speakers” (pg.53) I believe that is a great approach because maybe one Spanish speaking student may be able to understand English a little better than the other. You never know how much that may help in the classroom!
ReplyDeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hi Shelly, I really like that idea of thinking about using your students as helpful resources for the ELLs in the classroom, especially having the ELLs work with each other. That could also create a less threatening environment for those Kindergarteners that may be having their first experience in the classroom setting. Wright points out that "when learners are in conversation, making an effort to produce language that the person with whom they are conversing can understand, they are most likely to see the limits of their second language ability and the need to find better ways to get their meaning across" (2015, p. 53). I think this is an important idea to keep in mind, especially with younger ELL students in Kindergarten because they are still getting the feel of interactions with other students and their own abilities with their second language.
DeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hi Megan!
ReplyDeleteThank You for sharing your video, I really enjoyed watching this interview. I can tell that Mrs. Reynolds really cares about her students and wants them to be successful in learning English as a second language. I can relate with the Hispanic students that she has in her classroom because I was also an ELL whose home language was Spanish. The Spanish alphabet, vowels, and the language in general is very different compared to English. I think it is great how Mrs. Reynolds accommodates her ELL students and lets them test in their home language because Wright (2015) mentions that “tests in the home language appear to be the best accommodation” (p. 129).
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hey Melissa, I'm glad you could relate and identify with Mrs. Reynold's hispanic ELLs. I can't imagine how difficult it is in the English learning process for them as Kindergarteners as well, especially understanding all the differences between the two languages, like you pointed out. That's why it is so important for Mrs. Reynolds to have those accommodations and be careful and mindful when choosing effective assessment methods in her classroom, especially with those ELLs. As Wright points out "because of the difficulties involved in assessing the learning process of ELLs using standardized tests... effective teachers of ELLs use their own alternative authentic assessments throughout the school year." These assessments "closely match instructional practices in the classroom [and] are generally developed directly from classroom instruction, group work, and related classroom activities" (Wright, 2015, p. 139). It's clear Mrs. Reynolds utilizes effective forms of accommodation for her ELLs. I believe that's so important because she mentions that ELLs can often become troubled with trying to communicate what they want, and what's most important is assessing their learning and success in the classroom in any possible way.
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 you interview Ms. Reynolds! It seemed like she is very passionate about teaching her students, and I can tell that she does a good job working with them so that they can succeed. Since Spanish speakers hear things differently such as their vowels and sounds, I thought Ms. Reynolds did a good job at using words from their home language to help them to understand what they are supposed to be learning. As stated in the text, teachers need to know their students’ cultural backgrounds and how culture influences learning at school, and I believe that Ms. Reynolds did a good job at considering this factor (Wright, 2015, p. 17). Your interviewee showed an example of this when she gave her students the option to perform in Spanish instead of English. She knew that they knew the alphabet in Spanish, and worked with them in a meaningful way. This is a wonderful thing, because instead of saying that they are wrong for not knowing it in English, she allows them to embrace the fact that they do know the material, just in a different language.
ReplyDeleteWright, Wayne (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, Second Edition.
Hey Megan, first Id like to say your interview was so real with all the interruptions it is so hard to find a quiet place to interview. At the end of your video Mrs. Reynolds talked about classroom environment and I have to say her classroom with so colorful and it looked so friendly. It made me want to just be apart there was so much on the walls for clues for the students as well. Wright emphasizes the importance of a safe environment especially for our English language learners.( Wright 2015) If the students are happy and in a good place it will make learning come ten times easier! Thanks for the awesome video!
ReplyDelete