Hello everyone! For
blog entry number 2 I interviewed a second language learner who is now 24 years
old. Throughout the interview I asked her many question based on learning a
second language in the public school system. She explained to me in the best
way that she remembered. Based on her answers and according to Wright (2015)
she would be known as a U.S.-born ELLs (p.10). This is because she was born
here in the united states but was placed in a ESL class in the public school
system. She states that she was placed in ESL class till about the third grade.
She said she does not remember struggling too much to learn English, which to
my opinion is a great advantage because many children tend to lack academically
since they are having to learn another language. Also, she was still speaking
her first language at home because her parents could not speak English nor were
they able to help with homework. She had an older brother in the public school
system, so he would help her at times with her homework so she was thankful for
that.
At her school she was very grateful to have a teacher who made
sure she understood the content before something else was taught. According to
Wright “The
most important and beneficial listening and speaking that students will do is
through interaction with the teacher...” (pg. 170) Which I told her that was an advantage to her
learning English which is why she did not struggle to learn it, since she had a
great resource of learning. Some teachers do not take the time to help ESL
learners understand and can even excluded them from activities thinking they
are more of a problem to the class. Which in my opinion is absolutely terrible,
no one should be denied education due to any circumstance.
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
https://youtu.be/hMcZ0mewCEI
Thanks for watching!
Hey Elyse! After watching your video I loved that your friend got a great experience in her ESL classes. She seemed to have teachers who were awesome and willing to help her succeed in many ways. Wright discussed that “learners need opportunities with other speakers and reach mutual comprehension” (Wright, 2015, p. 53). This kind of reminds me of when she was able to have that relationship with her teacher; she was able to speak to that individual in ways that benefited her. Her teacher wanted her to be comfortable and learn as she went. That’s what helped her grow which I think is awesome!
ReplyDeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hi Shelly!
DeleteYes! I am glad my friend got a great experience as well. I remember her telling me that building that relationship with her teacher helped her a lot and she felt that her teacher understood where she was coming from. She also felt that they teacher cared for her and usually when a students feels that bond students tend to grow a lot more in their education which I think is awesome as well!
Hello Elyse! I enjoyed watching your video and thank you for sharing it with us. I believe your friend might not have struggled so much to learn English due to the fact that U.S.-born ELLs receive extensive exposure to English before school from radio, television, movies, video games, friends, older siblings, relatives, neighbors, and other community members (Wright, 2015, p. 18). Due to this exposure they are able to access their schema on certain words and learning the language becomes easier.
ReplyDeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition
Hi Zoe!
DeleteI agree with you as well. My friend grew up in household with a older sibling and younger siblings as well. She and her siblings would listen to english tv and talk to each other in english but only would speak Spanish when talking to their parents. So since she was mostly surrounding herself around that it is probably a good reason why she didn't struggle learning english.
Hi Elyse! I really enjoyed your interview and listening to a different point of view from a former ELL student. It’s great that her experience was a good one and didn’t recall struggling too much to learn English. I like how you mentioned that the text mentions the importance of ELL students interacting with their teachers. I strongly agree that teachers must have constant communication wit their students even if they are not fluent with the same language. Teachers must show their students that they care and they are trying to be there for them through this process. I hope that we can all learn from these interactions with past ELL students and use this information for our future classrooms.
ReplyDeleteHi Nicole!
DeleteThank you for the great comment! Yes, I agree I am glad my friend had a good experience. Not everyone is as fortunate as her. Teacher should always try to speak to students in the language they are trying to learn that way they are exposed to it much more.
Great interview, Elyse! I enjoyed listening to your interviewer answer your questions. It sounded like she had a long journey to get to where she is today. When you asked her about her parents helping her with homework, I thought it was interesting that she kind of had to do it all on her own. She had to teach herself some things because of that language barrier. Your friend mentioned that she qualified as ESL until she reached the third grade. She talked about how her testing and work proved that she no longer needed to be in an ESL class. I found this interesting, and it made me think about something I read in the textbook. Schools typically provide ESL instruction to students during their beginning stages of learning English and they discontinue once the child has met intermediate level. This approach is a mistake based on the assumption that students no longer need ESL once they develop English fluency in content areas of instruction (Wright, p. 91, 2015). I agree with this. I feel like students could use that extra help. Just like your friend, she said that in the ESL class, they focused primarily on spelling and language arts. Once students are successful in that area, it doesn't necessarily mean they don't need help in the other subjects. Students should be able to stay in ESL if they feel like that is something that could help them academically. Thanks for sharing!
ReplyDeleteWright, Wayne (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, Second Edition.
Hi Savannah!
DeleteYes, my friend did not have the help of her parents but she did have an older sibling so I think maybe she got the help from him. She did attend ESL classes till around the 3rd grade. After that she felt and the teacher felt that her English was proficient enough for her to be in all general classes. Teacher may have notice her confidence and language being fluent to join in all English class.
Elyse, that is so awesome that your friend was out of the ESL classes at such a young age. I think it probably made such a huge difference in her life being she was able to associate and learn with the general students. When I watch these videos or even interviewing my own friend, most of them didn't get out of those classes until middle school, so kudos to her! Also, she talked about how she was self taught when it came to doing homework because her parents couldn't help her. I currently have a student who is dealing somewhat with the same scenario and so I know she must have been pretty disciplined to be able to succeed when she was younger. My student has an older sister who helps when she can, but both parents are 100% Spanish and so my student struggles in my class. So when I could give him a little extra help, I do because I know what he is dealing with when he leaves school. "The appropriate models for a school must be determined by teachers and administrators working collaboratively to study the characteristics and needs of the ELLs; the desires of their parents and community." (Wright, Pg.115)
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