I have read this book for two other classes in my collegiate career, both for education classes. So as I read through this again, I tried to make connections to my future as an ESL teacher.
Chapter 1:
In chapter 1, Freire explores how oppression has been justified through the constant cycle of "oppressor" vs. the "oppressed." He explains how the balance of power is relatively stable between the colonizer and the colonized.
"Freedom is acquired by conquest, not by gift. It must be pursued constantly and responsibly. Freedom is not an ideal located outside of man; nor is it an idea which becomes myth. It is rather the indispensable condition for the quest for human completion." (47) Freire claims that freedom can result from praxis (informed action), when a balance between practice and theory is achieved. Looking at this from an educational point of view, I see this as a sort of call for educational equality that is suppose to be there, but isn't. We can think of educational laws being made by our elected officials, but how many of them have actually taught? There is no balance, and that is very visible in our society.
Many of us want to be teachers in the future, and we have heard of the "educational" reform that has been going on with NCLB and schools being shutdown. If we, as pre-service teachers, think that the answer to a struggling school is to strip them of resources (money, activities, other resources) will be the "kick in the butt" for schools to improve, then we are just continuing the cycle of the oppressor and oppressed that Freire discusses in my opinion.
Is NCLB technically equal education? And if it isn't (<-- it isn't), would that make NCLB unconstitutional?
Chapter 2:
In chapter 2, Freire tends to direct the discussion to more of the educational aspect. He discusses the "banking" approach to educating students versus the "problem-posing" approach to educating students.
The "banking" approach tends to dehumanize students. School, based on this, is considered more or less alienation. The teacher's job is to fill students with contents of the narration, and the students are supposed to be like "receptacles" that take in all of the content by recording, memorizing, and repeating all of it, then go on to the next unit. I feel that without a change to the way we assess our schools and children, that this route is what we are heading (or are already) in. These standardized tests being the BIG SHOW for comprehension and knowledge are unrealistic to produce real, accurate, maybe even authentic results. There are many things that students can do that these end-all, be-all tests can never show. I am not trying to go on a rant and saying to toss out the whole system, but I think there has to be some sort of compromise or ideas for how we can fix the system that certain educational reforms have corrupted. If we don't, I fear that teachers will have no choice but to use the "banking" approach to keep the scores.
From all educational sectors, including ESL, I believe that a "problem-posing" approach is the better route. This approach strives for students to be conscious of the world around them. I see this as a way that students should be asking questions. We affirm our students that they are never done learning, they will always be unfinished, because we never are finished. Probing these students creatively with more than just a fill in the bubbles (neatly of course) sort of examination of their competence seems a bit better of a reflection of their education. Students shouldn't be seen as empty when they come into your class, even if they are newcomers of the language, we all have sort of an intellectual foundation, but I know I am just preaching to the choir when it comes to who will read this. ;)
I guess this is my last blog for this course, so thanks for those who do read these! Good luck with finals!
See you in class and can't wait to see each group's units!
Blogfully yours,
The TESOL Bro
Tommy T.
Monday, December 5, 2011
Monday, November 28, 2011
Placement, Assessment, Pogramming Myths
Myth: L2 students just need to be placed in an English-speaking environment and they'll learn the language. That's how my grandparents learned English.
Reality: To be considerate of students' ever-developing language, they need to be provided an appropriate education that nourishes that. This is true for older learners especially, who have been exposed to their L1 for a substantial amount of their life.
I know that my family would agree with this myth, but it is just unrealistic to think someone can just be thrown into a classroom and pick up all the components of a language like grammar, vocabulary, reading, speaking, etc. without any formal instruction. On top of that, legally students have rights to a quality education that is equal, NOT necessarily identical. These students are most likely not handicapped nor non-achieving, they are just at a disadvantage in their language proficiency at the moment. Some support in and out of the content area, like an ELL class, can serve to be a great scaffold to English competence.
The idea that we should only assess ELL learners to see if they are "ELLs" is not only wrong, but ignorant. "L2 learners should be assessed for not only placement reasons, but also on diagnosing students' progress and needs, assessing students' performance, and determining program effectiveness" (Samway & McKeon, 2007). It is the responsibility of the teacher to be sensitive to all their students by knowing their needs and giving them the best possible way to succeed.
NCLB (No Child Left Behind) holds schools responsible for all students, including ELLs. They are tested in their proficiency of listening, reading, writing, and speaking. Now, I am not the biggest fan of NCLB, but however, I do agree that districts should be responsible for ALL students. As the book lists (Supreme Court Cases), schools are legally bound to provide equal education to all students. It is their responsibility to provide further assistance so that students can have a better opportunity to succeed and move-on in their academic careers.
Reality: To be considerate of students' ever-developing language, they need to be provided an appropriate education that nourishes that. This is true for older learners especially, who have been exposed to their L1 for a substantial amount of their life.
I know that my family would agree with this myth, but it is just unrealistic to think someone can just be thrown into a classroom and pick up all the components of a language like grammar, vocabulary, reading, speaking, etc. without any formal instruction. On top of that, legally students have rights to a quality education that is equal, NOT necessarily identical. These students are most likely not handicapped nor non-achieving, they are just at a disadvantage in their language proficiency at the moment. Some support in and out of the content area, like an ELL class, can serve to be a great scaffold to English competence.
The idea that we should only assess ELL learners to see if they are "ELLs" is not only wrong, but ignorant. "L2 learners should be assessed for not only placement reasons, but also on diagnosing students' progress and needs, assessing students' performance, and determining program effectiveness" (Samway & McKeon, 2007). It is the responsibility of the teacher to be sensitive to all their students by knowing their needs and giving them the best possible way to succeed.
NCLB (No Child Left Behind) holds schools responsible for all students, including ELLs. They are tested in their proficiency of listening, reading, writing, and speaking. Now, I am not the biggest fan of NCLB, but however, I do agree that districts should be responsible for ALL students. As the book lists (Supreme Court Cases), schools are legally bound to provide equal education to all students. It is their responsibility to provide further assistance so that students can have a better opportunity to succeed and move-on in their academic careers.
Wednesday, November 16, 2011
Shohamy Response
I tend to agree with Shohamy that there is a "pressing need for language testers to develop a variety of procedures to elicit and assess discourse skills" (pg. 213). Sometimes I feel that teachers may get caught up with all the responsibilities that goes with being a teacher, and forget about what is best for ALL of their students. There is a tendency where we assess students the same way each unit, chapter, assignment, etc., with gap-filling, multiple choice, true-false, etc. worksheets and tests that only test the basic and/or academic language. As we have learned from our 346 class and the anthologies unit, there are different alternative assessments we can give students, like portfolios, journals, and speeches in order to evaluate our students. As we know, every student functions differently in the academic setting. Therefore, shouldn't we find different ways of assessment? However, there are questions of how much variety there should be, or the amount of class time would be used.
What are some thoughts from the cohort? I think it is possible to use a variety, but explaining it to the "higher-ups" may be the more difficult part.
Shohamy (1994) had done some research on was the use of humans versus machines to elicit oral samples. The results showed the "language obtained from the video-recorded and audio-recorded procedures was more direct and did not involve much use of pragmatic devices; the language elicited from test takers interacting directly with testers (i.e. face-to-face or telephone) was more elaborated and indirect and involved a large number of pragmatic and social devices" (pg. 207). The results overall found that the telephone task included the highest amounts of pragmatic devices and was the most elaborated. I just find it interesting that a face-to-face context would not use as many, or more, pragmatic devices than the telephone. It would be interesting to re-test that now with how the use of texting has decreased the use of phone usage among the upcoming generations. A face-to-face conversation just feels a lot more authentic.
What does everyone else think of the results concluded (pg. 207)?
Good luck to everyone with Dr. Kang's final tomorrow!
Blogfully yours,
The TESOL Bro,
Tommy T.
What are some thoughts from the cohort? I think it is possible to use a variety, but explaining it to the "higher-ups" may be the more difficult part.
Shohamy (1994) had done some research on was the use of humans versus machines to elicit oral samples. The results showed the "language obtained from the video-recorded and audio-recorded procedures was more direct and did not involve much use of pragmatic devices; the language elicited from test takers interacting directly with testers (i.e. face-to-face or telephone) was more elaborated and indirect and involved a large number of pragmatic and social devices" (pg. 207). The results overall found that the telephone task included the highest amounts of pragmatic devices and was the most elaborated. I just find it interesting that a face-to-face context would not use as many, or more, pragmatic devices than the telephone. It would be interesting to re-test that now with how the use of texting has decreased the use of phone usage among the upcoming generations. A face-to-face conversation just feels a lot more authentic.
What does everyone else think of the results concluded (pg. 207)?
Good luck to everyone with Dr. Kang's final tomorrow!
Blogfully yours,
The TESOL Bro,
Tommy T.
Monday, November 14, 2011
Week 12 Reflection (ENG 394)
Last week, the class focus was on working on their quarter two book projects. The students were supposed to be using their learning strategies, such as making predictions, making connections, and asking questions of the text.
Individually, I had a chance to have an individual conference with one student, Arham. First, I allowed him to explain what was going-on in his book, in which he was only a few chapters away from completing. I noted how he wasn't using all of his reading strategies to understand the text. He was only using predictions while he was reading, and when he did explain the text to me, he would use exact quotes that he read to me straight from the book. When I asked him what questions he might have for the last few chapters, he asked very basic questions like, "What will the boy [named Michael] and his sister find in the basement?" Arham was able to hit the main ideas for the most part, but was missing a lot of context clues that could have better-developed what he thought could happen, and even connect with, in which he told me how he thought his house was haunted when he first came here, because the home was so different from he lived in when he was in Pakistan or Toronto. Overall, he did a nice job, but he, like many of the students, had to be guided to use all the strategies they should be applying.
The students' bell-ringer for the week had them analyze drop-out rates at local high schools. The students had the opportunity to understand some new vocabulary, like dropping-out and population, while also connecting it with math by doing averages of the amount of students dropping out of a particular school. The students seemed to run into some difficulty at first, but by the end they were very comfortable with the calculator and understanding the chart.
One interesting technological skill I saw was in the other ELL classroom. She used the SmartBoard and made a game in which the students individually had clickers to choose the correct answer to review for their test. They reviewed vocabulary, sentence structure (which is correct), and gap-filling exercises. The students, combined (3 students), scored a 70% based on all their answers throughout. Towards the end, the students were given an opportunity to receive "Cav Cash." The students seemed to respond stronger in that they took time to answer, and not rush. The incentive ended up bringing the overall score up to the mid-70s by the end of the hour.
Individually, I had a chance to have an individual conference with one student, Arham. First, I allowed him to explain what was going-on in his book, in which he was only a few chapters away from completing. I noted how he wasn't using all of his reading strategies to understand the text. He was only using predictions while he was reading, and when he did explain the text to me, he would use exact quotes that he read to me straight from the book. When I asked him what questions he might have for the last few chapters, he asked very basic questions like, "What will the boy [named Michael] and his sister find in the basement?" Arham was able to hit the main ideas for the most part, but was missing a lot of context clues that could have better-developed what he thought could happen, and even connect with, in which he told me how he thought his house was haunted when he first came here, because the home was so different from he lived in when he was in Pakistan or Toronto. Overall, he did a nice job, but he, like many of the students, had to be guided to use all the strategies they should be applying.
The students' bell-ringer for the week had them analyze drop-out rates at local high schools. The students had the opportunity to understand some new vocabulary, like dropping-out and population, while also connecting it with math by doing averages of the amount of students dropping out of a particular school. The students seemed to run into some difficulty at first, but by the end they were very comfortable with the calculator and understanding the chart.
One interesting technological skill I saw was in the other ELL classroom. She used the SmartBoard and made a game in which the students individually had clickers to choose the correct answer to review for their test. They reviewed vocabulary, sentence structure (which is correct), and gap-filling exercises. The students, combined (3 students), scored a 70% based on all their answers throughout. Towards the end, the students were given an opportunity to receive "Cav Cash." The students seemed to respond stronger in that they took time to answer, and not rush. The incentive ended up bringing the overall score up to the mid-70s by the end of the hour.
Monday, November 7, 2011
Ensuring Social Relevance/From the "Good Kids" to the "Worst"
Kuma:
How does a language become a "standard" variety?
In a world where technologies like the internet spreads and develops language, it is inevitable that the English language will develop a large number of local varieties. However, how can we judge what should be considered "standard?" All varieties are considered "rule-governed" (Kuma, p. 240), that being they are conditioned by phonological, syntactic, semantic, and rhetorical rules. There is a great debate that brews over which standard or variety one should adopt for the purpose of learning and teaching English in the educational setting.
In my opinion, I think it is logical to teach the standard or variety that is used around the region in where the instruction is taking place. I remember in my year of taking Spanish in high school, we tended to learn more of the standard of Mexican-Spanish, because my teacher was from Mexico. However, in college, my first teacher was from Spain, so she tended to instruct towards the variety of Spain-Spanish. I believe that this should be the tendency of us as future educators. I would love to teach English abroad in South America or Europe. What makes me ponder though is if I was to teach English in Spain or Italy, should I direct my instruction more towards British English? Or American English?
I understand that the we as educators face a challenge between helping learners balance between holding their linguistic identity while at the same time "prepare them to face the sociopolitical and economic imperatives that point to the need to master and use the dominant language" (Kuma, 266). I feel the best way one can do this is to value students' culture and language, however, we have to realize that there exist powers above us that want to be the puppet masters.. #buzzkill
Leki:
"...several scholars have posited that schools perpetuate prevalent societal images of immigrants and minority
groups through a hidden curriculum of schooling" (Auerbach, 1995; McGroarty, 1985; Tollefson, 1989). They contest that the hidden curriculum functions as a means of socializing immigrants to take on certain roles and positions in society (e.g., consumer, worker, tenant). Leki argues that "these sorts of archetypes or representations of ESOL learner identity inevitably exist in all institutional settings (and in all classrooms) in which students are educated" (pg. 40).
On one hand, I see Leki's point, there are barriers and stereotypes out there that hold back students. The idea of "if you work hard, you will have success," just isn't there anymore. The Statue of Liberty/Ellis Island ideal is very outdated. In the education realm, there are examples of schools that could have these hidden curricula. For example, in response to the fairly broad and open-ended essay prompt, "Give an account of an event that actually happened or that you imagined,"Claudia told the story of how she had been singled out for harassment by U.S.-born peers as a newcomer in elementary school (D, English, November 9, 1993).
However, I am still conflicted in believing that all institutional settings of education categorize ESOL learners by socializing them into society by placing them in certain roles and positions in societies. Then again, I think of my internships in Chicago where I have seen students not even offered opportunities to research into higher education like a four-year college. They had military recruiters at lunch, but never a college recruiter.
I feel that immigrant students are not given as much an opportunity as well, because many higher-ups think of them as not capable because of their proficiency in the language, and that just is not right.
I am interested to hear others' thoughts/experiences about this topic.
See you all tomorrow!
Blogfully yours,
Tommy T.
How does a language become a "standard" variety?
In a world where technologies like the internet spreads and develops language, it is inevitable that the English language will develop a large number of local varieties. However, how can we judge what should be considered "standard?" All varieties are considered "rule-governed" (Kuma, p. 240), that being they are conditioned by phonological, syntactic, semantic, and rhetorical rules. There is a great debate that brews over which standard or variety one should adopt for the purpose of learning and teaching English in the educational setting.
In my opinion, I think it is logical to teach the standard or variety that is used around the region in where the instruction is taking place. I remember in my year of taking Spanish in high school, we tended to learn more of the standard of Mexican-Spanish, because my teacher was from Mexico. However, in college, my first teacher was from Spain, so she tended to instruct towards the variety of Spain-Spanish. I believe that this should be the tendency of us as future educators. I would love to teach English abroad in South America or Europe. What makes me ponder though is if I was to teach English in Spain or Italy, should I direct my instruction more towards British English? Or American English?
I understand that the we as educators face a challenge between helping learners balance between holding their linguistic identity while at the same time "prepare them to face the sociopolitical and economic imperatives that point to the need to master and use the dominant language" (Kuma, 266). I feel the best way one can do this is to value students' culture and language, however, we have to realize that there exist powers above us that want to be the puppet masters.. #buzzkill
Leki:
"...several scholars have posited that schools perpetuate prevalent societal images of immigrants and minority
groups through a hidden curriculum of schooling" (Auerbach, 1995; McGroarty, 1985; Tollefson, 1989). They contest that the hidden curriculum functions as a means of socializing immigrants to take on certain roles and positions in society (e.g., consumer, worker, tenant). Leki argues that "these sorts of archetypes or representations of ESOL learner identity inevitably exist in all institutional settings (and in all classrooms) in which students are educated" (pg. 40).
On one hand, I see Leki's point, there are barriers and stereotypes out there that hold back students. The idea of "if you work hard, you will have success," just isn't there anymore. The Statue of Liberty/Ellis Island ideal is very outdated. In the education realm, there are examples of schools that could have these hidden curricula. For example, in response to the fairly broad and open-ended essay prompt, "Give an account of an event that actually happened or that you imagined,"Claudia told the story of how she had been singled out for harassment by U.S.-born peers as a newcomer in elementary school (D, English, November 9, 1993).
However, I am still conflicted in believing that all institutional settings of education categorize ESOL learners by socializing them into society by placing them in certain roles and positions in societies. Then again, I think of my internships in Chicago where I have seen students not even offered opportunities to research into higher education like a four-year college. They had military recruiters at lunch, but never a college recruiter.
I feel that immigrant students are not given as much an opportunity as well, because many higher-ups think of them as not capable because of their proficiency in the language, and that just is not right.
I am interested to hear others' thoughts/experiences about this topic.
See you all tomorrow!
Blogfully yours,
Tommy T.
Practicum Experiences (10/31- 11/4)
Last week, the students chose new books to read individually for the Quarter Two Book Projects. To begin, the class was taught a new reading strategy, "asking questions." We attached sheets into their notebooks where they could write questions for before, during, and after reading a section, giving them an opportunity to output and them give input for what they understood of whichever passage they were reading through. *A cool tool that the students used during silent reading times were "whisper phones." Whisper phones allowed students to speak into this plastic item that appeared as a phone, where they could hear themselves read and pronounce the words in the book, but not distract others around them.
One day last week, their was a student field trip that took students from several places to a career fair. Therefore, certain teachers had to leave the building to chaperone. Our ELL classroom that morning had students not in the ELL program sitting-in for a study hall "type" hour. During the hour, it was very noticeable to see that the ELL students were nervous. The "cat seemed to have their tongue" in that they were silent. They did not want to ask nor answer any questions. I talked to one of the students later, a boy from Pakistan, and asked him if he was alright, because usually he is very talkative during class. He told me, "I don't know, I get nervous with them (Non-ELL Students) here. I don't want to be made fun of." I then asked him if they make fun of him, and he just shrugged his shoulders.
One thing I enjoyed that the teacher did this week was that she held individual conferences about the new books that the students were reading. She had them tell myself and her about the book, to see if they are understanding, making connections, and asking questions. One student, from Africa, was able to connect to one of the characters in the book that reminded here of a teacher she had back in her home country. However, she, and many of the others as well, only focused on single strategies that they were comfortable using. Many were not connecting the new reading strategy (asking questions) to their books. It seemed that they were still confused on how they should do that. The teacher allowed me then to give a mini-lesson on how to use the strategy. They seemed to pick it up, but I won't be able to see if they were able to until I check their notebooks tomorrow.
Blogfully yours,
Tommy T.
One day last week, their was a student field trip that took students from several places to a career fair. Therefore, certain teachers had to leave the building to chaperone. Our ELL classroom that morning had students not in the ELL program sitting-in for a study hall "type" hour. During the hour, it was very noticeable to see that the ELL students were nervous. The "cat seemed to have their tongue" in that they were silent. They did not want to ask nor answer any questions. I talked to one of the students later, a boy from Pakistan, and asked him if he was alright, because usually he is very talkative during class. He told me, "I don't know, I get nervous with them (Non-ELL Students) here. I don't want to be made fun of." I then asked him if they make fun of him, and he just shrugged his shoulders.
One thing I enjoyed that the teacher did this week was that she held individual conferences about the new books that the students were reading. She had them tell myself and her about the book, to see if they are understanding, making connections, and asking questions. One student, from Africa, was able to connect to one of the characters in the book that reminded here of a teacher she had back in her home country. However, she, and many of the others as well, only focused on single strategies that they were comfortable using. Many were not connecting the new reading strategy (asking questions) to their books. It seemed that they were still confused on how they should do that. The teacher allowed me then to give a mini-lesson on how to use the strategy. They seemed to pick it up, but I won't be able to see if they were able to until I check their notebooks tomorrow.
Blogfully yours,
Tommy T.
Wednesday, November 2, 2011
Awareness and Interaction COLLIDE!
In terms of interaction, I agree with Krashen that teachers can give "the best possible language lesson" by just talking (Krashen and Terrell, 1983, p. 35). The book uses the example of a school in Wonderland where learners watch programs in simplified language such as children's programs. I see this sort of behavior at my own practicum site. The teacher simplifies her language by saying things such as "Everyone do bell-ringer," or "open book." The students respond and do as she says. As I do believe that listening and reading are important for developing adequate language competence, does this sort of instruction effect manufacturing language competence? In my opinion, I feel that teacher-talk simplifies and does not promote extended verbal interaction, and for middle-school and high-school students, I feel that does not help their progression.
Gee (1994, p. 190) says about teachers of English is also true of all language teachers: "English teachers can cooperate in their own marginalization by seeing themselves as "language teachers" with no connection to such social and political issues. Or they.. accept their role as persons who social students into a world view that.. a constant sense of the possibilities for change."
Reflective Task 7.6 (pg. 165):
What are everyone's thoughts? Agree? Disagree?
*I can see Gee's point, but if my language teaching is not connected to social and political issues, I don't feel that I am cooperating in my own marginalization. Now, I am not trying to take away any importance from addressing these issues, but I feel it must be instructed in the right context. Personally, I feel that the audience and proficiency of the students play a huge role. However, these issues do offer a great opportunity for extended verbal interaction in the classroom. I feel that a teacher is suppose to help shape their students into well-informed global citizens, but we must also be careful with the way that we share our views, as to not offend or propaganda our students into our own beliefs.
The two chapters offered us ways in which foster language awareness and facilitate interaction. The two intertwine in the way we approach teaching and promote interaction.
See you all tomorrow!
Blogfully yours,
The TESOL Bro Tommy T.
Gee (1994, p. 190) says about teachers of English is also true of all language teachers: "English teachers can cooperate in their own marginalization by seeing themselves as "language teachers" with no connection to such social and political issues. Or they.. accept their role as persons who social students into a world view that.. a constant sense of the possibilities for change."
Reflective Task 7.6 (pg. 165):
What are everyone's thoughts? Agree? Disagree?
*I can see Gee's point, but if my language teaching is not connected to social and political issues, I don't feel that I am cooperating in my own marginalization. Now, I am not trying to take away any importance from addressing these issues, but I feel it must be instructed in the right context. Personally, I feel that the audience and proficiency of the students play a huge role. However, these issues do offer a great opportunity for extended verbal interaction in the classroom. I feel that a teacher is suppose to help shape their students into well-informed global citizens, but we must also be careful with the way that we share our views, as to not offend or propaganda our students into our own beliefs.
The two chapters offered us ways in which foster language awareness and facilitate interaction. The two intertwine in the way we approach teaching and promote interaction.
See you all tomorrow!
Blogfully yours,
The TESOL Bro Tommy T.
Monday, October 31, 2011
MADE IN AMERICA: Conclusion (Ch. 10 & 11) & Teaching Reflection
Chapter 10 and 11 offered us many questions to take-home after reading:
Will we choose to guarantee schooling for all children?
Will we stand up for equal access and opportunity? (ie. bilingual education)
What can we do? What will we do?
Pg. 231: Lau v. Nichols
This case argued about the degree of what is equality. Having the same textbooks, classrooms, teachers, etc. does not mean that all students are accomodated. In our case, we can think about our ELL learners. If we give them all the same resources, that does not mean that these students will be able to be at the same level as their fellow acclamated American colleagues. They will need to be provided materials and resources that can help them catch-up and be at the same level. I feel that a lot of times this isn't just a problem of a school, but more a higher-up problem, the government and/or societal issue that chooses to keep the continuous cycle of maintaining the class system. That isn't what America is about, or is it? What is the American Dream anyways? Is it just a dream? Or has reality set-in to cloud that dream?
Bilingual Education: Yea or Nay?
Again, I feel this issue or "fight is a specific issue of a much broader societal struggle" (Olsen, 236)
We have one-side that believes in equality in educational access for language-minority children, and on the other we have citizens that are insistent that minorities are going to take-over the English dominance of the country. Along with those citizens, I believe it is that they are just CHEAP. Sometimes I feel that many are only concerned with themselves, what is good for them, not for the majority. To go back again to my previous comments, the idea of the American Dream is starting to have less and less weight of reality.
The Americanization Project of Schools
- Exclusion and Separation of Immigrant Students Academically
- Pressure to Give up One's National Identity and Language
- Taking One's Hierarchy of the United States
How does one break this nasty cycle? Students are already classified before they even start. If you black, go with the African Americans. Hablas espanol? No. This is America. Speak AMERICAN, oh I mean English. Your class is over there with the other foreigners. The idea of when in Rome, do as the Romans, is kind of how we think new-arrivals should do. They need to give up what they have known their whole lives because too many ignorant people feel that it is offensive to be bringing in different ideas to the school.
My Experience:
Today is Halloween. I asked my students about what they are going to be for Halloween. They all gave me blank stares. A few girls from Africa commented that their families don't allow them to celebrate the holiday. As one student from Pakistan agreed by saying his father refused to allow him to go trick-or-treating because "it isn't his religion." My teacher did not seem to follow. She was confused about why they wouldn't celebrate the "holiday." "They go get FREE candy, and dress-up cute." I can see my teacher's view, but we do have to think about what our students' values are. We all come from different backgrounds, and just because we are in Rome, we don't always have to do as the Romans do (hypothetically speaking). We must value others' opinions and embrace our individuality, because isn't that what made this country?
Phew. My brain hurts from thinking. Can't wait to hear everyone's thoughts!
Stay Classy!
Blogfully yours,
Tommy T.
Will we choose to guarantee schooling for all children?
Will we stand up for equal access and opportunity? (ie. bilingual education)
What can we do? What will we do?
Pg. 231: Lau v. Nichols
This case argued about the degree of what is equality. Having the same textbooks, classrooms, teachers, etc. does not mean that all students are accomodated. In our case, we can think about our ELL learners. If we give them all the same resources, that does not mean that these students will be able to be at the same level as their fellow acclamated American colleagues. They will need to be provided materials and resources that can help them catch-up and be at the same level. I feel that a lot of times this isn't just a problem of a school, but more a higher-up problem, the government and/or societal issue that chooses to keep the continuous cycle of maintaining the class system. That isn't what America is about, or is it? What is the American Dream anyways? Is it just a dream? Or has reality set-in to cloud that dream?
Bilingual Education: Yea or Nay?
Again, I feel this issue or "fight is a specific issue of a much broader societal struggle" (Olsen, 236)
We have one-side that believes in equality in educational access for language-minority children, and on the other we have citizens that are insistent that minorities are going to take-over the English dominance of the country. Along with those citizens, I believe it is that they are just CHEAP. Sometimes I feel that many are only concerned with themselves, what is good for them, not for the majority. To go back again to my previous comments, the idea of the American Dream is starting to have less and less weight of reality.
The Americanization Project of Schools
- Exclusion and Separation of Immigrant Students Academically
- Pressure to Give up One's National Identity and Language
- Taking One's Hierarchy of the United States
How does one break this nasty cycle? Students are already classified before they even start. If you black, go with the African Americans. Hablas espanol? No. This is America. Speak AMERICAN, oh I mean English. Your class is over there with the other foreigners. The idea of when in Rome, do as the Romans, is kind of how we think new-arrivals should do. They need to give up what they have known their whole lives because too many ignorant people feel that it is offensive to be bringing in different ideas to the school.
My Experience:
Today is Halloween. I asked my students about what they are going to be for Halloween. They all gave me blank stares. A few girls from Africa commented that their families don't allow them to celebrate the holiday. As one student from Pakistan agreed by saying his father refused to allow him to go trick-or-treating because "it isn't his religion." My teacher did not seem to follow. She was confused about why they wouldn't celebrate the "holiday." "They go get FREE candy, and dress-up cute." I can see my teacher's view, but we do have to think about what our students' values are. We all come from different backgrounds, and just because we are in Rome, we don't always have to do as the Romans do (hypothetically speaking). We must value others' opinions and embrace our individuality, because isn't that what made this country?
Phew. My brain hurts from thinking. Can't wait to hear everyone's thoughts!
Stay Classy!
Blogfully yours,
Tommy T.
Monday, October 24, 2011
Teaching Grammar!?!?!?
Grammar has often been seen as a controversial issue in language learning. Teaching it has been viewed badly because of the way we instruct it. Too many times it is taught because, well "because it's there." It can easily be tested in order to assess our students, while giving them a sense that they can understand and control what is going on. As a student of Spanish, I worked hard in memorizing verbal conjugations such as the preterite and imperfect. I always felt that something you struggle with must be important. Knowledge of the grammar can be seen as a power. It makes you sound more intelligent and makes your utterances have more weight behind them because of ones' articulation.
Alternatives to grammar-based teaching may seem entising, however, the use of communicative language competence is not sufficient to acheive acceptable levels of grammatical accuracy in language learning. Skehan (1996a, p. 51) sees (grammatical) form as involving "a constant cycle of analysis and synthesis: achieved by manipulating the focus of attention of the learners and there should be a balanced development towards the three goals of restructuring, accuracy, and fluency." From my own personal experiences of second language learning, I feel that these goals make a lot of sense. When I learn a certain grammar point, I first try to structure it mentally so that I can be able to use it in context. Eventually, I try to build upon my knowledge of the given topic and practice it and look to engrave it.
These three chapters brought up a lot of interesting questions: (Some examples that I think would make good discussion)
1) If we should teach grammar, how should we do it?
2) How much grammar does someone need to be able to communicate in the target language?
3) How should we correct students' grammar mistakes?
*I do believe that grammar should be taught to language learners. How? I think we have to find authentic ways of presenting the grammar. By that I mean we need students to understand why grammatical structures are important. Making connections to students' interests and motivations can be useful in presenting grammar. Now, with how much grammar, I think that depends on the classroom and level. I think intermediate to upper level students need more structure, because they are reaching more advanced levels. For example, I think at these classroom levels, we need to teach our students how to be more effective communicators, which focusing on form allows students to do. Finally, with error correction, I think that depends on the teacher and students. Different students take/accept error correction differently, and that is something we must keep in mind. Ultimately, it comes down to the teachers to make that decision for their class.
See you all to discuss more tomorrow! Good night followers!
Blogfully yours,
The TESOL Bro,
Tommy T.
Alternatives to grammar-based teaching may seem entising, however, the use of communicative language competence is not sufficient to acheive acceptable levels of grammatical accuracy in language learning. Skehan (1996a, p. 51) sees (grammatical) form as involving "a constant cycle of analysis and synthesis: achieved by manipulating the focus of attention of the learners and there should be a balanced development towards the three goals of restructuring, accuracy, and fluency." From my own personal experiences of second language learning, I feel that these goals make a lot of sense. When I learn a certain grammar point, I first try to structure it mentally so that I can be able to use it in context. Eventually, I try to build upon my knowledge of the given topic and practice it and look to engrave it.
These three chapters brought up a lot of interesting questions: (Some examples that I think would make good discussion)
1) If we should teach grammar, how should we do it?
2) How much grammar does someone need to be able to communicate in the target language?
3) How should we correct students' grammar mistakes?
*I do believe that grammar should be taught to language learners. How? I think we have to find authentic ways of presenting the grammar. By that I mean we need students to understand why grammatical structures are important. Making connections to students' interests and motivations can be useful in presenting grammar. Now, with how much grammar, I think that depends on the classroom and level. I think intermediate to upper level students need more structure, because they are reaching more advanced levels. For example, I think at these classroom levels, we need to teach our students how to be more effective communicators, which focusing on form allows students to do. Finally, with error correction, I think that depends on the teacher and students. Different students take/accept error correction differently, and that is something we must keep in mind. Ultimately, it comes down to the teachers to make that decision for their class.
See you all to discuss more tomorrow! Good night followers!
Blogfully yours,
The TESOL Bro,
Tommy T.
MADE IN AMERICA: Chapter 9 (ENG 394)
This chapter touched on in-school politics. Some of these people I just wanted to kick! However, I don't have tenure, so I cannot speak out like some of these fossilized instructors did.
A few quotes that ESPECIALLY captured my attention:
Pg. 193: One faculty member says to a new teacher, "I'm sorry you are stuck with the garbage kids."
WOW!!!! This was in reference to the fact that new teachers receive the "lower-skilled" classes (remedial). I don't care if these students can't read, write, walk, talk, dance, sing, or do ANYTHING! Referring to any student, OR EVEN CHILD, as garbage is disgusting. How can you see yourself as an educator when you view the student population like this. Yes, I know this teacher has the honor students, and maybe the new teacher's students aren't performing as well, but that gives no right to call anyone garbage, as if they have been tossed out already, so no worries if they get anywhere, they were given up on long ago.
Pg. 206: One teacher metaphors her teaching experience like the television show, Cops. Now, I don't have quite the experience to challenge her, but I think this might be a bit of a dramatization. Some of the teachers comment on how some feel unsafe at the school in which they teach. We are not there to see what is actually occurring at the school, but if one feels that way, maybe they shouldn't be teaching/working there. How can one get through to their students when they fear them?
***Pg. 200: One teacher comments how "good teaching is good teaching." She is considered a veteran teacher who doesn't always believe in these new teaching ideas, but the ideas that work for her. This brings up an interesting discussion. This teacher has been in the school for 20 years, and still continues her passion for education. However, she seems very hand-off with new teaching ideas. How does one respond to these type of employees? If it's not broken, don't fix it? This is an issue and division that separates new teachers from older ones. I would be interested on others' views of this.
The end of the chapter was a bit disheartening, with the knowing that many of the new teachers leaving shortly after being at Madison. What message does this send to the students? However, how much can one person take with a very narrow-minded school district? This chapter was a lot to think about in that context.
Connections: Teachers
Currently, I am at Kingsley Junior High School. I work with two co-operating teachers, Mrs. Delatorre and Mrs. Collins. Both teachers seem to be very involved with their curriculum and the students. I notice that the two work together in order to make sure that their curriculum and instruction are running smoothly. As for the students, each one receives a lot of support. Each classroom has between 3-12 students. Usually, there is at least one teacher and another pre-service teacher in the classroom. This allows for students to receive more attention with their language acquisition.
Overall, I feel the two have a very modern view of how to instruct their students, while also assisting other teachers with having ELL students in the general education courses like math, science, etc. Both use a multitude of instructional/learning techniques to get through to their students, like reading exercises that involve everyone and writing exercises that give students a chance to reflect on the unit at hand. They are good models of a teacher that I would like to become, one that cares about their students and their learning, so to ensure their future success in the classroom.
A few quotes that ESPECIALLY captured my attention:
Pg. 193: One faculty member says to a new teacher, "I'm sorry you are stuck with the garbage kids."
WOW!!!! This was in reference to the fact that new teachers receive the "lower-skilled" classes (remedial). I don't care if these students can't read, write, walk, talk, dance, sing, or do ANYTHING! Referring to any student, OR EVEN CHILD, as garbage is disgusting. How can you see yourself as an educator when you view the student population like this. Yes, I know this teacher has the honor students, and maybe the new teacher's students aren't performing as well, but that gives no right to call anyone garbage, as if they have been tossed out already, so no worries if they get anywhere, they were given up on long ago.
Pg. 206: One teacher metaphors her teaching experience like the television show, Cops. Now, I don't have quite the experience to challenge her, but I think this might be a bit of a dramatization. Some of the teachers comment on how some feel unsafe at the school in which they teach. We are not there to see what is actually occurring at the school, but if one feels that way, maybe they shouldn't be teaching/working there. How can one get through to their students when they fear them?
***Pg. 200: One teacher comments how "good teaching is good teaching." She is considered a veteran teacher who doesn't always believe in these new teaching ideas, but the ideas that work for her. This brings up an interesting discussion. This teacher has been in the school for 20 years, and still continues her passion for education. However, she seems very hand-off with new teaching ideas. How does one respond to these type of employees? If it's not broken, don't fix it? This is an issue and division that separates new teachers from older ones. I would be interested on others' views of this.
The end of the chapter was a bit disheartening, with the knowing that many of the new teachers leaving shortly after being at Madison. What message does this send to the students? However, how much can one person take with a very narrow-minded school district? This chapter was a lot to think about in that context.
Connections: Teachers
Currently, I am at Kingsley Junior High School. I work with two co-operating teachers, Mrs. Delatorre and Mrs. Collins. Both teachers seem to be very involved with their curriculum and the students. I notice that the two work together in order to make sure that their curriculum and instruction are running smoothly. As for the students, each one receives a lot of support. Each classroom has between 3-12 students. Usually, there is at least one teacher and another pre-service teacher in the classroom. This allows for students to receive more attention with their language acquisition.
Overall, I feel the two have a very modern view of how to instruct their students, while also assisting other teachers with having ELL students in the general education courses like math, science, etc. Both use a multitude of instructional/learning techniques to get through to their students, like reading exercises that involve everyone and writing exercises that give students a chance to reflect on the unit at hand. They are good models of a teacher that I would like to become, one that cares about their students and their learning, so to ensure their future success in the classroom.
Wednesday, October 19, 2011
Promoting Learning Autonomy (Ch. 6, Kuma)
Autonomy is a human tendency to seek control over one's life. In this chapter, Kuma discussed how learners can hone into learning to learn.
On pg. 132, Leslie Dickson (1987, pg. 11), discussed and defined terms such as self-instruction, self-direction, self-accessing learning, and individualized instruction. I like how Dickinson brings up varying degrees of learner involvement along with teacher engagement, but these concepts require a lot more that isn't seen with the naked eye. We have to take into account that many schools do now have the resources like technologies or materials that can always "grab" students into the lesson. I do believe that teachers should find ways to direct the learning. Instructors can and should put more responsibility onto the learners, by having them make decisions on how they would want to implement their knowledge (project, making the assessment, presentation, etc.). What are some ways that a teacher can overcome these barriers of resource lackage?
Students do need to take some responsibility for their own learning. Scholars need to identify what learning strategies are most beneficial for them, and how they can utilize that into their studies. TEACHERS are also detramental to this process. Feedback to students on what their strengths and weaknesses are assist students in their proficiency in the target language. The big thing is encouragement. We must encourage students to participate and take stock in the class. Students need to feel there is a purpose for them to be there. What are some ways teachers can negotiate that with their students? (Keeping in mind of the curriculum)
"Paulo Freire (1972) emphasized the development of sociopolitical conciousness as a tool for engagement in social struggle, and by social scientists such as Ivan Illich (1971), who emphasized the need to liberate learning from the constraints of schooling" (Kuma, pg. 141). Now, I am all for social justice and doing what is best for the students. My teaching philosophy that I have written expresses how I want to make my students well-informed citizens of the world by opening language and culture to them. However, with all these new educational standards and laws, I almost feel discouraged, being able to find my students' strengths and use them in order to weaken their weaknesses through activities that can promote communication and creative writing. In this era of teaching, it can be very difficult, especially if you are part of a school district that isn't meeting AYP under NCLB. I don't want to only be teaching off a test, but many districts encourage that, and if I want a job, especially as a new teacher, I am going to have to play ball that way. THAT (BLEEP)s (BLEEP)! (I am keeping it PG-13) I know it will take picking battles, but what battle is win-able? How can I go off-script and expect to keep a job, EVEN if it involves probably helping my students more? Thoughts? Ideas? Sleep on it followers.
See you in the AM.
#resetbutton
Blogfully yours,
Your TESOL Bro,
Tom Tomas Tommy T.
On pg. 132, Leslie Dickson (1987, pg. 11), discussed and defined terms such as self-instruction, self-direction, self-accessing learning, and individualized instruction. I like how Dickinson brings up varying degrees of learner involvement along with teacher engagement, but these concepts require a lot more that isn't seen with the naked eye. We have to take into account that many schools do now have the resources like technologies or materials that can always "grab" students into the lesson. I do believe that teachers should find ways to direct the learning. Instructors can and should put more responsibility onto the learners, by having them make decisions on how they would want to implement their knowledge (project, making the assessment, presentation, etc.). What are some ways that a teacher can overcome these barriers of resource lackage?
Students do need to take some responsibility for their own learning. Scholars need to identify what learning strategies are most beneficial for them, and how they can utilize that into their studies. TEACHERS are also detramental to this process. Feedback to students on what their strengths and weaknesses are assist students in their proficiency in the target language. The big thing is encouragement. We must encourage students to participate and take stock in the class. Students need to feel there is a purpose for them to be there. What are some ways teachers can negotiate that with their students? (Keeping in mind of the curriculum)
"Paulo Freire (1972) emphasized the development of sociopolitical conciousness as a tool for engagement in social struggle, and by social scientists such as Ivan Illich (1971), who emphasized the need to liberate learning from the constraints of schooling" (Kuma, pg. 141). Now, I am all for social justice and doing what is best for the students. My teaching philosophy that I have written expresses how I want to make my students well-informed citizens of the world by opening language and culture to them. However, with all these new educational standards and laws, I almost feel discouraged, being able to find my students' strengths and use them in order to weaken their weaknesses through activities that can promote communication and creative writing. In this era of teaching, it can be very difficult, especially if you are part of a school district that isn't meeting AYP under NCLB. I don't want to only be teaching off a test, but many districts encourage that, and if I want a job, especially as a new teacher, I am going to have to play ball that way. THAT (BLEEP)s (BLEEP)! (I am keeping it PG-13) I know it will take picking battles, but what battle is win-able? How can I go off-script and expect to keep a job, EVEN if it involves probably helping my students more? Thoughts? Ideas? Sleep on it followers.
See you in the AM.
#resetbutton
Blogfully yours,
Your TESOL Bro,
Tom Tomas Tommy T.
Monday, October 17, 2011
MADE IN AMERICA: Chapter 8 (ENG 394)
pg. 176
One long-time teacher comments on how their students are "middle of the road kinds who aren't too ambitious." Several of the teachers see their students as "these kids," categorizing and/or homogenizing them into groups like jocks, musicians, motivated, etc. Bayview kids "aren't going anywhere," "just want to find a satisfying way to make a living." I was a bit angry while reading some of these comments. How can you call yourself a teacher with such an ignorant view of the children and community where your job is located? With attitudes like this, that is why students don't go the extra step, because the bar is already set so low.
pg.180
"That is great school-everyone just gets along. It's like a United Nations." This came from pg. 30 earlier in the book. I rolled my eyes after reading this quotation. I feel that some of Olsen's research has to be viewed skeptically. It seems some teachers are sugar-coating everything, while some are just ridiculously obscene and need to be shown the door (fired).
pg. 182
The principal one said: "To tell you the truth, I'm not sure there ought to be any classes in any language besides English, because after all this is America and we ought to speak English." Pereira, the principal, sounds like my ignorant cousins from Indiana. That mentality that we should only know English is the most ignorant and close-minded thing/opinion that I have heard, sadly too often. Pereira goes on to speak about how we shouldn't cater to others' needs and interests.
I became quite.. let's say "upset" at the mentalities and views of some during this chapter, to the fact that I don't believe these accounts are real. How can one run a school that they themselves don't even believe in? The whole thing made me kind of sick. Are these the qualities that teachers should have? If so, I have been taking the wrong C&I classes. #mindblown
Sorry for drinking to much of the hate(orade) during this blog, but if you have a chance and want to get yourself angry, I would suggest this chapter!
Blogfully yours,
The TESOL Bro
Tommy T.
One long-time teacher comments on how their students are "middle of the road kinds who aren't too ambitious." Several of the teachers see their students as "these kids," categorizing and/or homogenizing them into groups like jocks, musicians, motivated, etc. Bayview kids "aren't going anywhere," "just want to find a satisfying way to make a living." I was a bit angry while reading some of these comments. How can you call yourself a teacher with such an ignorant view of the children and community where your job is located? With attitudes like this, that is why students don't go the extra step, because the bar is already set so low.
pg.180
"That is great school-everyone just gets along. It's like a United Nations." This came from pg. 30 earlier in the book. I rolled my eyes after reading this quotation. I feel that some of Olsen's research has to be viewed skeptically. It seems some teachers are sugar-coating everything, while some are just ridiculously obscene and need to be shown the door (fired).
pg. 182
The principal one said: "To tell you the truth, I'm not sure there ought to be any classes in any language besides English, because after all this is America and we ought to speak English." Pereira, the principal, sounds like my ignorant cousins from Indiana. That mentality that we should only know English is the most ignorant and close-minded thing/opinion that I have heard, sadly too often. Pereira goes on to speak about how we shouldn't cater to others' needs and interests.
I became quite.. let's say "upset" at the mentalities and views of some during this chapter, to the fact that I don't believe these accounts are real. How can one run a school that they themselves don't even believe in? The whole thing made me kind of sick. Are these the qualities that teachers should have? If so, I have been taking the wrong C&I classes. #mindblown
Sorry for drinking to much of the hate(orade) during this blog, but if you have a chance and want to get yourself angry, I would suggest this chapter!
Blogfully yours,
The TESOL Bro
Tommy T.
Wednesday, October 12, 2011
Who listens these days?! (ENG 345)
Listening can be a very overlooked skill in language acquisition. "Listening and reading are therefore secondary skills- means to other ends, rather than ends themselves." (Anthology, p. 238) However, that is contrary in fact because listening is crucial to language learners because it provides input.
Bottom-up and top-down processes have been a popular pedagogy since the 1980s. The bottom-up interpretation views the listener as a decoder. The listener forms words, links phrases, phrases link to form utterances, which in turn form to complete, "meaningful" text. Bottom-up processing uses a very illustrative detail which displays surface language features of text in letters, words, and sentences, testing the reader's language proficiency. On the other hand, the top-down view thinks of the listener as an active constructor that makes "..original meaning of the speaker using incoming sounds as clues." (p.239) In short, the listener uses his or her own background and perspective in order to convey meaning. They listen to create an episodic sequence that allows them to follow along to the speaker.
Listening should be used in practice as a way to help a learner build their skills, OBVIOUSLY. However, in order to build, the learner must be actively engaged in the process. Students must be motivated and also develop reflective skills to help monitor and assess themselves. This allows the students to take a sort of pride in their learning, and also pushes them to continue pursuing the target language.
*What are some ways that students can assess their listening skills?
How do we present listening? When are students ready to begin listening exercises?
First, students need pre-listening instruction to be able to do the activities. As we begin any unit, what do we do? We teach all the important vocabulary, grammar, and the topic of listening itself, that sounds about right. However, pre-teaching of vocabulary has been discontinued, according to John Field. I understand that idea because it does teach students to be out of their comfort a bit, but how much is too much outside of their element? Should students receive some vocabulary, all of it, or none at all? I think it should be based on their proficiency levels. If the students have a decent background of the language, it will be a lot easier than students with little to none.
When creating listening activities, the use of "authentic" (natural English speakers) materials has increased. Real-life listening experience can be quite beneficial for students in making the activity more applicable for outside the classroom use. The texts suggest that students tend to not be discouraged by authentic materials, if they are told in advance. However, when do you begin to use authentic materials (at what level)? What is an authentic listening exercise? An "L" conductor speaking over an intercom on the train in Chicago? A surfer from California?
Chapter 23 touched on how there is more emphasis on the written text in the teaching syllabus. This is true. How many teachers HAVE NOT given you a written or typed syllabus on the first days of class? We tend to overlook the symbiotic relationship between listening and speaking practices. I think it is the job of the teachers to highlight the differences between reading and listening. Reading tends to be quite dense and structured, as listening seems to be more loose and has a better flow of the text. Teachers need to adjust learners to cope with real-world listening input and communication. Students need to find ways to compensate when they become unfamiliar or lost during normal interaction, by guessing meaning through repetition of discourse, reformulation, and rephrasing the content. As much as we have to prepare our students for the test, we also have to prepare them for the real-world, outside the school walls.
What are your thoughts of some real-world/awareness-raising exercises that may be useful for your students?
Blogfully yours,
The TESOL Bro,
Tommy T.
Bottom-up and top-down processes have been a popular pedagogy since the 1980s. The bottom-up interpretation views the listener as a decoder. The listener forms words, links phrases, phrases link to form utterances, which in turn form to complete, "meaningful" text. Bottom-up processing uses a very illustrative detail which displays surface language features of text in letters, words, and sentences, testing the reader's language proficiency. On the other hand, the top-down view thinks of the listener as an active constructor that makes "..original meaning of the speaker using incoming sounds as clues." (p.239) In short, the listener uses his or her own background and perspective in order to convey meaning. They listen to create an episodic sequence that allows them to follow along to the speaker.
Listening should be used in practice as a way to help a learner build their skills, OBVIOUSLY. However, in order to build, the learner must be actively engaged in the process. Students must be motivated and also develop reflective skills to help monitor and assess themselves. This allows the students to take a sort of pride in their learning, and also pushes them to continue pursuing the target language.
*What are some ways that students can assess their listening skills?
How do we present listening? When are students ready to begin listening exercises?
First, students need pre-listening instruction to be able to do the activities. As we begin any unit, what do we do? We teach all the important vocabulary, grammar, and the topic of listening itself, that sounds about right. However, pre-teaching of vocabulary has been discontinued, according to John Field. I understand that idea because it does teach students to be out of their comfort a bit, but how much is too much outside of their element? Should students receive some vocabulary, all of it, or none at all? I think it should be based on their proficiency levels. If the students have a decent background of the language, it will be a lot easier than students with little to none.
When creating listening activities, the use of "authentic" (natural English speakers) materials has increased. Real-life listening experience can be quite beneficial for students in making the activity more applicable for outside the classroom use. The texts suggest that students tend to not be discouraged by authentic materials, if they are told in advance. However, when do you begin to use authentic materials (at what level)? What is an authentic listening exercise? An "L" conductor speaking over an intercom on the train in Chicago? A surfer from California?
Chapter 23 touched on how there is more emphasis on the written text in the teaching syllabus. This is true. How many teachers HAVE NOT given you a written or typed syllabus on the first days of class? We tend to overlook the symbiotic relationship between listening and speaking practices. I think it is the job of the teachers to highlight the differences between reading and listening. Reading tends to be quite dense and structured, as listening seems to be more loose and has a better flow of the text. Teachers need to adjust learners to cope with real-world listening input and communication. Students need to find ways to compensate when they become unfamiliar or lost during normal interaction, by guessing meaning through repetition of discourse, reformulation, and rephrasing the content. As much as we have to prepare our students for the test, we also have to prepare them for the real-world, outside the school walls.
What are your thoughts of some real-world/awareness-raising exercises that may be useful for your students?
Blogfully yours,
The TESOL Bro,
Tommy T.
Monday, October 10, 2011
MADE IN AMERICA Ch. 7; Literacy Observations (ENG 394)
Literacy Observations:
During my observations/teachings from last week's ELL classes, I viewed several examples of literacy. Now, we can all define and see literacy through an unlimited scope as we were taught in our C&I 214 course.
One example of literacy I saw was "popcorn reading." This activity is where the students and teacher read aloud together, and when they are ready to switch readers, the reader will yell "Popcorn," then say whom they would like to read next. This form of literacy allowed everyone to be active particpants in the learning process. This also really got the students excited while taking part of the activity.
Another literacy activity I observed was our daily "Read Aloud." Most days, I read a chapter from our classroom novel that we are currently reading, Middle School is the Worst. During this, I read to the students, in which I show them pictures as we go through the pages, and also I try to connect the content with them. For example, one of the characters likes to break the school's rules, so I ask the class if they know anyone like this character. It opens a dialogue where students feel free to share and better understand the story.
One last literacy technique I saw was a charades activity to practice our new vocabulary words. First, we (the teachers) would act out a vocabulary word, and the students would have to guess the word, spell it, and give us a sentence using the word. Then the students each came up and acted out a word so their classmates could take a guess.
Literacy has many forms, and I feel my CT does a nice job of displaying several forms of it. She really likes to make the class active in their literacy, having each student read at least a few times a day in front of the class, whether it be from a passage, the homework, or even just reading directions. I agree with this mode of getting participation so that each student is taking responsibility of learning the target language and understanding what is going on in the classroom.
Ch. 7:
The chapter spoke a lot of cultural ignorance that existed in the school district. For example, the girl who was celebrating Ramadan and her PE teacher was trying to make her run while she is fasting. Students in the school feel they are often caught between two worlds. Some LEP learners don't know the cultural norms of the classroom, like participating or the informality that exists between students and teachers. Ideally, the students would be in full-content programs that bridge the Newcomer School and Madison High School. However, it does not occur, not all students' needs are addressed nor are offered all subject areas at all grade levels.
The big problem of this all is that with the growing immigrant student population in the school, that there are not enough prepared teachers in the school, which leaves a "60% unserved LEP students," (p. 170) according to Olsen. Since many school districts are struggling fiscally, there have been general budget cuts that affect all students, a reduction of courses designed to meet the need of LEP students, a high turnover rate of nontenured/low-seniority teachers, and the abolishment of district-level support positions. (pg. 171) This affects everyone in that students are not receiving the need in order to succeed. Students' needs are left to the day to day decisions of the teachers. Basically, what the teacher wants to do. Nice.. isn't that?
#frustration
Happy Colombus Day!!
Tommy T.
During my observations/teachings from last week's ELL classes, I viewed several examples of literacy. Now, we can all define and see literacy through an unlimited scope as we were taught in our C&I 214 course.
One example of literacy I saw was "popcorn reading." This activity is where the students and teacher read aloud together, and when they are ready to switch readers, the reader will yell "Popcorn," then say whom they would like to read next. This form of literacy allowed everyone to be active particpants in the learning process. This also really got the students excited while taking part of the activity.
Another literacy activity I observed was our daily "Read Aloud." Most days, I read a chapter from our classroom novel that we are currently reading, Middle School is the Worst. During this, I read to the students, in which I show them pictures as we go through the pages, and also I try to connect the content with them. For example, one of the characters likes to break the school's rules, so I ask the class if they know anyone like this character. It opens a dialogue where students feel free to share and better understand the story.
One last literacy technique I saw was a charades activity to practice our new vocabulary words. First, we (the teachers) would act out a vocabulary word, and the students would have to guess the word, spell it, and give us a sentence using the word. Then the students each came up and acted out a word so their classmates could take a guess.
Literacy has many forms, and I feel my CT does a nice job of displaying several forms of it. She really likes to make the class active in their literacy, having each student read at least a few times a day in front of the class, whether it be from a passage, the homework, or even just reading directions. I agree with this mode of getting participation so that each student is taking responsibility of learning the target language and understanding what is going on in the classroom.
Ch. 7:
The chapter spoke a lot of cultural ignorance that existed in the school district. For example, the girl who was celebrating Ramadan and her PE teacher was trying to make her run while she is fasting. Students in the school feel they are often caught between two worlds. Some LEP learners don't know the cultural norms of the classroom, like participating or the informality that exists between students and teachers. Ideally, the students would be in full-content programs that bridge the Newcomer School and Madison High School. However, it does not occur, not all students' needs are addressed nor are offered all subject areas at all grade levels.
The big problem of this all is that with the growing immigrant student population in the school, that there are not enough prepared teachers in the school, which leaves a "60% unserved LEP students," (p. 170) according to Olsen. Since many school districts are struggling fiscally, there have been general budget cuts that affect all students, a reduction of courses designed to meet the need of LEP students, a high turnover rate of nontenured/low-seniority teachers, and the abolishment of district-level support positions. (pg. 171) This affects everyone in that students are not receiving the need in order to succeed. Students' needs are left to the day to day decisions of the teachers. Basically, what the teacher wants to do. Nice.. isn't that?
#frustration
Happy Colombus Day!!
Tommy T.
Sunday, October 2, 2011
MADE IN AMERICA Chapter 6 (ENG 394)
Chapter 6 focused in on the conflict for immigrant girls trying to ".. find a place on that scale between "tradition" and "being American," (Pg. 148). It began with the school's show choir performing musical numbers that are "homegrown in America." The heavily romance-oriented American teenage culture puts a lot of pressure on immigrant girls to select and identify themselves. American teenage girls are often described as "open" and "free" personality-wise. There were several parental accounts in the selection that spoke of wanting their child to follow tradition.
These girls have to choose between being individuals or going-along with the crowd. Another issue brought into the chapter was crossing the line or ethnic line in dating. Are they allowed to date outside of their race? Many immigrant girls struggle with this problem due to the fact their family would not allow them to date outside of their culture, evening for something such as prom. In conclusion, these immigrant young ladies have to battle between the identity of "American life" and the goals of their culture. Students all over the country deal with this issue every day, and it is something we must take into account as future educators. #identity #crisis
Anybody got any thoughts? ideas?
Blog ya'll laterz!
The TESOL Bro,
Tommy T.
These girls have to choose between being individuals or going-along with the crowd. Another issue brought into the chapter was crossing the line or ethnic line in dating. Are they allowed to date outside of their race? Many immigrant girls struggle with this problem due to the fact their family would not allow them to date outside of their culture, evening for something such as prom. In conclusion, these immigrant young ladies have to battle between the identity of "American life" and the goals of their culture. Students all over the country deal with this issue every day, and it is something we must take into account as future educators. #identity #crisis
Anybody got any thoughts? ideas?
Blog ya'll laterz!
The TESOL Bro,
Tommy T.
Monday, September 26, 2011
Lesson Planning: Let's get FLEXible (9/26/2011)
Anthology Chapter 3:
Daily lesson plans benefit English teachers (all teachers really) by planning ahead an attack of how to present content, materials, sequencing, timing, and activities. It provides protection in the crazy world of.. THE CLASSROOM! You always got to bring backup, can't come to duel with your hands in your pocket. A plan also gives you a log of what is going on and being taught, which can save your butt when an administrator questions any of your methods.
I agree with Tyler's (1949) rational-linear framework of "choosing your objectives, selecting learning activities, organizing learning activities, and specifying methods of evaluation," but I feel he (and this chapter) is missing out on taking account to all learners in the class. I know that his model is from 1949, but the rest of the chapter forgets to touch on learners on different tiers. I also know that this book is from 2006, but now we have to address RTI (Right to Intervention) into our lessons. Now, since we are dealing with ELLs, we will already have to address the issue of "tiering" our students by the help they need. We will have ELL students that are all over the board, and we are the ones who will need to differentiate our lessons based on the proficiency levels of our students. #challengeaccepted
Anthology Chapter 7:
The Longman Dictionary of Applied Linguistics defines "curriculum" as the educational purposes of the programme (the ends). I can agree with this, I feel that curriculum is like a musical or play, or whichever theatre term that fancies you. There's a prologue that guides us to what we are about to embark into, then the action as the story (learning) begins, an interlude where the students are able to mingle among one other (activities), an intermission (end of class, homework, study), then the next act (next class hour) begins, assessing and evaluation is thrown around during these acts as well, and culminates with the end of the unit, but the twist is that it is a continuous show, one leads into another... muahaha! (Sorry for the rant)
The chapter touched more on models which fit into the curriculum, presenting 'ideal' versions of applications of major types of curriculum models: content, objectives, and process. The book states that these are ideal because in order to actually get a blend of all of these models require school administrations and the state to loosen the handcuffs. What the chapter ended on was the move in ELT toward consolidation and integration, I will be very interested in hearing how that goes. Until then, we need to fight for more flexibility and openness to change and influences from the a bigger perspective of general educational theory, but let's not hold our breaths.. #realitycheck
Blogfully yours,
The TESOL Bro,
Tommy T.
Daily lesson plans benefit English teachers (all teachers really) by planning ahead an attack of how to present content, materials, sequencing, timing, and activities. It provides protection in the crazy world of.. THE CLASSROOM! You always got to bring backup, can't come to duel with your hands in your pocket. A plan also gives you a log of what is going on and being taught, which can save your butt when an administrator questions any of your methods.
I agree with Tyler's (1949) rational-linear framework of "choosing your objectives, selecting learning activities, organizing learning activities, and specifying methods of evaluation," but I feel he (and this chapter) is missing out on taking account to all learners in the class. I know that his model is from 1949, but the rest of the chapter forgets to touch on learners on different tiers. I also know that this book is from 2006, but now we have to address RTI (Right to Intervention) into our lessons. Now, since we are dealing with ELLs, we will already have to address the issue of "tiering" our students by the help they need. We will have ELL students that are all over the board, and we are the ones who will need to differentiate our lessons based on the proficiency levels of our students. #challengeaccepted
Anthology Chapter 7:
The Longman Dictionary of Applied Linguistics defines "curriculum" as the educational purposes of the programme (the ends). I can agree with this, I feel that curriculum is like a musical or play, or whichever theatre term that fancies you. There's a prologue that guides us to what we are about to embark into, then the action as the story (learning) begins, an interlude where the students are able to mingle among one other (activities), an intermission (end of class, homework, study), then the next act (next class hour) begins, assessing and evaluation is thrown around during these acts as well, and culminates with the end of the unit, but the twist is that it is a continuous show, one leads into another... muahaha! (Sorry for the rant)
The chapter touched more on models which fit into the curriculum, presenting 'ideal' versions of applications of major types of curriculum models: content, objectives, and process. The book states that these are ideal because in order to actually get a blend of all of these models require school administrations and the state to loosen the handcuffs. What the chapter ended on was the move in ELT toward consolidation and integration, I will be very interested in hearing how that goes. Until then, we need to fight for more flexibility and openness to change and influences from the a bigger perspective of general educational theory, but let's not hold our breaths.. #realitycheck
Blogfully yours,
The TESOL Bro,
Tommy T.
Sunday, September 25, 2011
MADE IN AMERICA 5; MYTHS AND AMERICA
Chapter 5:
Sandra's presentation left me stunned. Honestly, it was something I had never felt til I told my mother. She actually understood. She felt the feeling of people that didn't understand her, but didn't want want to go any farther. I have seen the pan of latin-americans trying to break the barriers, as I dated a mexican-american for 3 years. I went through the parental backlash and dealings of bringing her "into" my life. It was difficult at first. I had to fight to get her into "americanized" socializations. It was the inevitable-breakup of our relationship. This chapter brought up a lot of relationship problems we had... I still deal with it now-a-days. My mom says it is the best, as I feel still confused... Is it? or is my mom's pride right? I am 22.. do I know what is best for me? Or I am still shooting fish-in-the-barrel?
Sandra's presentation left me stunned. Honestly, it was something I had never felt til I told my mother. She actually understood. She felt the feeling of people that didn't understand her, but didn't want want to go any farther. I have seen the pan of latin-americans trying to break the barriers, as I dated a mexican-american for 3 years. I went through the parental backlash and dealings of bringing her "into" my life. It was difficult at first. I had to fight to get her into "americanized" socializations. It was the inevitable-breakup of our relationship. This chapter brought up a lot of relationship problems we had... I still deal with it now-a-days. My mom says it is the best, as I feel still confused... Is it? or is my mom's pride right? I am 22.. do I know what is best for me? Or I am still shooting fish-in-the-barrel?
Wednesday, September 21, 2011
Comprehension to Promote Language and Content (9/22/2011)
SIOP Model. Echevarria. Vogt. Short.
"The goal of this book is to help prepare skillful teachers to teach content effectively to English language learners while they develop the students' language ability." (pg. 3) The model presented in the chapter, the Shelter Instruction Observation Protocol (SIOP), is seen as a resource for assisting faculty in observations and evaluations of teachers.
As I first read about the model, I was a bit skeptical about it. It initially seemed very "cookie-cuttery" to me, but as a read more further I felt that it was a great frame of reference for developing and transferring lessons to a variety of subject areas. Also, I think this model allows teachers to be "creative" in the classrooms, which I feel is a dying term in our educational society. We judge children by test scores instead of their individuality. All children are different, and EVEN learn differently, no matter if they are white, ELLs, green, "gifted," blue, black, yellow, brown, or maroon. A big issue, however, is if school administrators would even consider such "wild" ideas.
Anthology Section 5: Chapter 10
"...project work is particularly effected (content-based classrooms) because it represents a natural extension of what is already taking place in the class." (pg. 109) Projects allow students to simulate the rigor of academic courses in a sheltered environment. They also help to encourage language use and contextualize the students' understanding of the language and content.
I believe that projects in a content-based classroom allow English-language classrooms to be a more lively environment for learning and collaboration. Students are able to demonstrate their understanding of the content through their own creativity. A project is a way for students to take pride in themselves as language learners. We know that if students are working on a project in the target language that they are practicing the target language, as participatory learners and workers. These collaborations allows students to reflect of the curriculum for not only the evaluators, but also themselves. The students are able to understand where they are at when it comes to their goals of the academic year.
As a teacher though we must break that feeling that a project is a final "end-all" of the learning process. We must promote improvement through motivation and assistance on how they can fix the mistakes that need to be adjusted a bit. During a project, we are the facilitator to the learning and constructing that is going on. We are there to guide and assist them in the creation process.
Some interesting, motivational readings. Can't wait to hear others' thoughts!
Blog yaz lata!
The TESOL Bro,
Tommy "Tomas" T.
"The goal of this book is to help prepare skillful teachers to teach content effectively to English language learners while they develop the students' language ability." (pg. 3) The model presented in the chapter, the Shelter Instruction Observation Protocol (SIOP), is seen as a resource for assisting faculty in observations and evaluations of teachers.
As I first read about the model, I was a bit skeptical about it. It initially seemed very "cookie-cuttery" to me, but as a read more further I felt that it was a great frame of reference for developing and transferring lessons to a variety of subject areas. Also, I think this model allows teachers to be "creative" in the classrooms, which I feel is a dying term in our educational society. We judge children by test scores instead of their individuality. All children are different, and EVEN learn differently, no matter if they are white, ELLs, green, "gifted," blue, black, yellow, brown, or maroon. A big issue, however, is if school administrators would even consider such "wild" ideas.
Anthology Section 5: Chapter 10
"...project work is particularly effected (content-based classrooms) because it represents a natural extension of what is already taking place in the class." (pg. 109) Projects allow students to simulate the rigor of academic courses in a sheltered environment. They also help to encourage language use and contextualize the students' understanding of the language and content.
I believe that projects in a content-based classroom allow English-language classrooms to be a more lively environment for learning and collaboration. Students are able to demonstrate their understanding of the content through their own creativity. A project is a way for students to take pride in themselves as language learners. We know that if students are working on a project in the target language that they are practicing the target language, as participatory learners and workers. These collaborations allows students to reflect of the curriculum for not only the evaluators, but also themselves. The students are able to understand where they are at when it comes to their goals of the academic year.
As a teacher though we must break that feeling that a project is a final "end-all" of the learning process. We must promote improvement through motivation and assistance on how they can fix the mistakes that need to be adjusted a bit. During a project, we are the facilitator to the learning and constructing that is going on. We are there to guide and assist them in the creation process.
Some interesting, motivational readings. Can't wait to hear others' thoughts!
Blog yaz lata!
The TESOL Bro,
Tommy "Tomas" T.
Monday, September 19, 2011
Task-Based Learnin' and Teachin' fun! (9/19)
Skehan's Task-based Instruction (2003):
After being aware of what the subject of our readings were, I felt ready to jump into Skehan's article and become more aware of task-based instruction. However, I felt quite overwhelmed and difficulty in what exactly I was suppose to be getting out of this. The beginning gave us a real 'quick & dirty' look into the history of how 'task' came to be, with its' roots coming from the term communicative activity. I felt the use of task-based is still unclear a bit to me. However, I was able to understand his approaches from a vary vague standpoint.
The psychological approach of interacting among language students offered certain assessment techniques like feedback. Students would be able to perform a task, while then receiving insight and support on how they are doing with the target level, knowing how they are comparing with the goals and expectations of the language class.
The sociocultural approach looks into how learners co-construct meaning while interacting. Van Lier and Matsuo (2000) discussed whether discussion tasks were symmetrical and collaborative among all the learners in their study. The results showed clear differences with learners. I feel that it is hard to say if discussion tasks are useful and beneficial for every party. There is the chance that a student might dominate the conversation over another, but it doesn't necessarily mean that the dominated one isn't learning. Students' minds work differently. As much as we want to keep our students busy with communicative language techniques and activities, it isn't always going to work with all students.
Skehan gave us a very well-developed article, but I still feel that there was maybe just too much going on in the article, and that he could have taken a more in-depth look into certain approaches, instead of us digesting it all. Maybe I just wasn't able to wrap my head around it all, but thank goodness we will be discussing this tomorrow!
Anthology Section 5: Chapter 9
Right after starting this chapter, I became very interested in direct approach to teaching language (Dornyei & Thurrell, 1994). The approach explicitly instructs learners in specific microskills, strategies, and processes involved in conversation. The project Beglar and Hunt designed was a 12-week student-generated action research plan, which required a whole semester to complete. The project provided the learners the opportunity to use their English for authentic purposes, allowed them to enhance their presentation skills, and to further enhance their own education and development (to name a few objectives).
I feel that this program offered a lot of choices and benefits for the students. They had freedom to choose a topic to investigate, and were guided by the instructors so that they would be able to stay on-task and make progress throughout the project. The different methods/strategies employed by the authors (ie. negotiation of meaning, communicative strategies, etc.) allowed students to become active in their groups so that everyone had a role in the project throughout the process. For the most part, I thought the authors did a great job, not saying that it was perfect (curriculum development is never-ending), but I felt that they did a nice job of encouraging the learners by playing the strengths and finding the interests of them, which in turn makes the learners feel that the instructors do care about them.
#getyourhandsdirty
Blogfully yours,
Tom The TESOL BRO
After being aware of what the subject of our readings were, I felt ready to jump into Skehan's article and become more aware of task-based instruction. However, I felt quite overwhelmed and difficulty in what exactly I was suppose to be getting out of this. The beginning gave us a real 'quick & dirty' look into the history of how 'task' came to be, with its' roots coming from the term communicative activity. I felt the use of task-based is still unclear a bit to me. However, I was able to understand his approaches from a vary vague standpoint.
The psychological approach of interacting among language students offered certain assessment techniques like feedback. Students would be able to perform a task, while then receiving insight and support on how they are doing with the target level, knowing how they are comparing with the goals and expectations of the language class.
The sociocultural approach looks into how learners co-construct meaning while interacting. Van Lier and Matsuo (2000) discussed whether discussion tasks were symmetrical and collaborative among all the learners in their study. The results showed clear differences with learners. I feel that it is hard to say if discussion tasks are useful and beneficial for every party. There is the chance that a student might dominate the conversation over another, but it doesn't necessarily mean that the dominated one isn't learning. Students' minds work differently. As much as we want to keep our students busy with communicative language techniques and activities, it isn't always going to work with all students.
Skehan gave us a very well-developed article, but I still feel that there was maybe just too much going on in the article, and that he could have taken a more in-depth look into certain approaches, instead of us digesting it all. Maybe I just wasn't able to wrap my head around it all, but thank goodness we will be discussing this tomorrow!
Anthology Section 5: Chapter 9
Right after starting this chapter, I became very interested in direct approach to teaching language (Dornyei & Thurrell, 1994). The approach explicitly instructs learners in specific microskills, strategies, and processes involved in conversation. The project Beglar and Hunt designed was a 12-week student-generated action research plan, which required a whole semester to complete. The project provided the learners the opportunity to use their English for authentic purposes, allowed them to enhance their presentation skills, and to further enhance their own education and development (to name a few objectives).
I feel that this program offered a lot of choices and benefits for the students. They had freedom to choose a topic to investigate, and were guided by the instructors so that they would be able to stay on-task and make progress throughout the project. The different methods/strategies employed by the authors (ie. negotiation of meaning, communicative strategies, etc.) allowed students to become active in their groups so that everyone had a role in the project throughout the process. For the most part, I thought the authors did a great job, not saying that it was perfect (curriculum development is never-ending), but I felt that they did a nice job of encouraging the learners by playing the strengths and finding the interests of them, which in turn makes the learners feel that the instructors do care about them.
#getyourhandsdirty
Blogfully yours,
Tom The TESOL BRO
Sunday, September 18, 2011
MADE IN AMERICA (Ch. 4); MYTHS AND REALITIES (CH. 3) [9/19/2011] [ENG394]
MADE IN AMERICA Response:
The quote on pg 91 defines the theme of the chapter, "Where am I? Doesn't anyone know how to speak English? Is this some kind of foreign country?" The quote was from a general education student that walked into ESL classroom. This shows the ignorance that many have about language learning, and what it is to be "American."
Language learning is not something that is just picked-up, it takes time to acquire it and express it. Students of new languages have fears of being ridiculed or being seen as invisible. I feel that the students need to be made feel more a part of the school. This falls on the school as a whole, to make the newly immigrated students feel welcomed.
The argument over which techniques of teaching English is the best approach. Some argue for embracing students' previous languages, as others think students should just be learning English, and that's all. Personally, I am a believer in embracing students' cultural and language identities. However, many administrators and/or school boards would not agree with that due to state standards and funding. It isn't fair, but it is something that we as an educational cohort need to handle. It is not right for us to embrace this cultural segregation, because all that does is ignite and continue practicing and teaching ignorance.
MYTHS AND REALITIES Response:
The chapter touched on native language (NL) myths such as students only speaking the target language, or that bilingual education is too expensive. I feel that the myths discussed were more of just ignorance, insensitivity, and laziness. These myths are visibly seen, however, in schools that are trying to meet educational standards. Schools have to make decisions on how they can budget their curriculum so that they can still find a way to meet expectations and yearly progress. These schools that are forced to cut-down on bilingual programs are not doing what is best for ALL their students, they are just doing what is best on their pockets, and that isn't right. All students come from different "walks of life," and we need to embrace that, not trying to take away their identities. The question comes though is "How struggling schools can overcome these social injustices?"
Teach on mates!
#equality
The TESOL Bro,
Tommy T.
The quote on pg 91 defines the theme of the chapter, "Where am I? Doesn't anyone know how to speak English? Is this some kind of foreign country?" The quote was from a general education student that walked into ESL classroom. This shows the ignorance that many have about language learning, and what it is to be "American."
Language learning is not something that is just picked-up, it takes time to acquire it and express it. Students of new languages have fears of being ridiculed or being seen as invisible. I feel that the students need to be made feel more a part of the school. This falls on the school as a whole, to make the newly immigrated students feel welcomed.
The argument over which techniques of teaching English is the best approach. Some argue for embracing students' previous languages, as others think students should just be learning English, and that's all. Personally, I am a believer in embracing students' cultural and language identities. However, many administrators and/or school boards would not agree with that due to state standards and funding. It isn't fair, but it is something that we as an educational cohort need to handle. It is not right for us to embrace this cultural segregation, because all that does is ignite and continue practicing and teaching ignorance.
MYTHS AND REALITIES Response:
The chapter touched on native language (NL) myths such as students only speaking the target language, or that bilingual education is too expensive. I feel that the myths discussed were more of just ignorance, insensitivity, and laziness. These myths are visibly seen, however, in schools that are trying to meet educational standards. Schools have to make decisions on how they can budget their curriculum so that they can still find a way to meet expectations and yearly progress. These schools that are forced to cut-down on bilingual programs are not doing what is best for ALL their students, they are just doing what is best on their pockets, and that isn't right. All students come from different "walks of life," and we need to embrace that, not trying to take away their identities. The question comes though is "How struggling schools can overcome these social injustices?"
Teach on mates!
#equality
The TESOL Bro,
Tommy T.
Wednesday, September 14, 2011
CLT Resistance and/or CRuMBLe!?!?!? (9/15)
Hu: Cultural Resistance
Hu's article discussed the Chinese culture and how it tends to resist the use of communicative teaching language. Since the 1980s, they have claimed that more of these Chinese teachers have claimed to be using CLT practices, however, they say it is a lip-service. Some argue that they have not received adequate resources or necessities in order to develop a thorough development of communicative competence.
However, from a cultural standpoint, I can definitely understand why the Chinese are apprehensive to the idea of CLT. CLT bases the learning process without teacher dominance. China is considered a traditional culture that still holds on to customs like honorific titles and the teachings of Confucius. The Chinese model of teaching views students as "empty-vessels" that need to be filled, using techniques of mimicking and repetition for language learning. I am not going to say that I agree with this way of thinking, but I can respect it. As future teachers of foreign language, we have to understand where our students come from. We must be respectful of their backgrounds and realize that they aren't "empty-vessels," they have been "filled" with some knowledge, and it is our job to use their learning abilities in their vessels to help and guide them in language learning.
One last quotation that caught my attention (Hu, pg. 10), "It is dangerous for educational policymakers to take an 'autonomous' attitude, as opposed to an 'ideological' one.." This is fitting for this article in that we can't assume that a pedagogy that works for one group is going to work in any cultural or social context. Taking the ideological approach helps to differentiate our instruction and does not let us become ignorant in believing that their is a universally-appropriate approach to language teaching and learning.
Bax: End of CLT
Bax argues that language instructors are "riding the bandwagon" of communicative language learning (CLT) to much, in believing that without it that countries that don't use it are somehow "backwards." Bax brings us the idea of The Context Approach. The Context Approach considers the whole context, the validity of other methods other than just methodology (CLT). I can agree with Bax in his views that CLT is observable throughout the profession in that methodology is held higher than the actual context. However, I am a strong proponent of CLT. I believe that we can't always take in the whole context of the unit, that we have to find practicality of the context. I don't think that CLT completely overlooks context, it assists and helps bring understanding and usefulness of the context. If I am teaching high-school students of 16-18 year-old students, how likely am I going to keep their attention if I just lecture to the nitty-gritty about grammar but don't offer any way of connection to real-life application. Students all learn differently, true, but I think CLT offers students a reason to learn and listen. CLT engages students to participate, where I feel a context approach doesn't capture the attention of students.
I may not be on the wrong-track of my thinking about contextual approaching language teaching, but at the moment I feel that it is as effective as something like CLT or a lexical approaches of grammatical structures.
#ayudame
Blogz you all later! Can't wait to discuss.
Scholarly yours,
The TESOL Bro Tommy T.
Hu's article discussed the Chinese culture and how it tends to resist the use of communicative teaching language. Since the 1980s, they have claimed that more of these Chinese teachers have claimed to be using CLT practices, however, they say it is a lip-service. Some argue that they have not received adequate resources or necessities in order to develop a thorough development of communicative competence.
However, from a cultural standpoint, I can definitely understand why the Chinese are apprehensive to the idea of CLT. CLT bases the learning process without teacher dominance. China is considered a traditional culture that still holds on to customs like honorific titles and the teachings of Confucius. The Chinese model of teaching views students as "empty-vessels" that need to be filled, using techniques of mimicking and repetition for language learning. I am not going to say that I agree with this way of thinking, but I can respect it. As future teachers of foreign language, we have to understand where our students come from. We must be respectful of their backgrounds and realize that they aren't "empty-vessels," they have been "filled" with some knowledge, and it is our job to use their learning abilities in their vessels to help and guide them in language learning.
One last quotation that caught my attention (Hu, pg. 10), "It is dangerous for educational policymakers to take an 'autonomous' attitude, as opposed to an 'ideological' one.." This is fitting for this article in that we can't assume that a pedagogy that works for one group is going to work in any cultural or social context. Taking the ideological approach helps to differentiate our instruction and does not let us become ignorant in believing that their is a universally-appropriate approach to language teaching and learning.
Bax: End of CLT
Bax argues that language instructors are "riding the bandwagon" of communicative language learning (CLT) to much, in believing that without it that countries that don't use it are somehow "backwards." Bax brings us the idea of The Context Approach. The Context Approach considers the whole context, the validity of other methods other than just methodology (CLT). I can agree with Bax in his views that CLT is observable throughout the profession in that methodology is held higher than the actual context. However, I am a strong proponent of CLT. I believe that we can't always take in the whole context of the unit, that we have to find practicality of the context. I don't think that CLT completely overlooks context, it assists and helps bring understanding and usefulness of the context. If I am teaching high-school students of 16-18 year-old students, how likely am I going to keep their attention if I just lecture to the nitty-gritty about grammar but don't offer any way of connection to real-life application. Students all learn differently, true, but I think CLT offers students a reason to learn and listen. CLT engages students to participate, where I feel a context approach doesn't capture the attention of students.
I may not be on the wrong-track of my thinking about contextual approaching language teaching, but at the moment I feel that it is as effective as something like CLT or a lexical approaches of grammatical structures.
#ayudame
Blogz you all later! Can't wait to discuss.
Scholarly yours,
The TESOL Bro Tommy T.
Monday, September 12, 2011
Communicative Language Learning, (Larsen-Freeman, 2000)
"In short, being able to communicate required more than linguistic competence; it required communicative competence" (Hymes, 1971). I agree with Hymes' viewpoint because I feel that sometimes communicative competence is overlooked in schooling. Teachers of foreign language will instruct students about a grammar topic, or a vocabulary list, and store all they can into the students. However, once the lesson or unit is over, the students forget all about what they had just been taught. I feel that students need to feel some sort of authenticity to what they are learning. In the article, the teacher used a real newspaper article, and for homework, he assigned the class to listen to a podcast. One philosophy of mine, even goal, is that my students will find ways to connect what is being taught to them, and branch it to the outside world. If students cannot transfer the knowledge obtained in the classroom, what is the point of retaining it?
After going over the teacher's lesson and reading it a few times, I found that he was very successful in finding ways of creating genuine communicative teachings (to the idea of predictions) for his students. He used authentic texts (newspaper), a card game (which allowed the students to make predictions about one another), a comic strip, and a role-play exercise. The teacher acted as the facilitator so that the students could be the ones communicating throughout the lesson. Through this, I believe that he achieved his goal of enabling students to communicate in the target language.
#highfive
Blogs ya'll lata!
Tom the TESOL Bro
After going over the teacher's lesson and reading it a few times, I found that he was very successful in finding ways of creating genuine communicative teachings (to the idea of predictions) for his students. He used authentic texts (newspaper), a card game (which allowed the students to make predictions about one another), a comic strip, and a role-play exercise. The teacher acted as the facilitator so that the students could be the ones communicating throughout the lesson. Through this, I believe that he achieved his goal of enabling students to communicate in the target language.
#highfive
Blogs ya'll lata!
Tom the TESOL Bro
Sunday, September 11, 2011
MADE IN AMERICA: Ch. 3, Demographic Myths Thoughts
MADE IN AMERICA:
The title of this chapter, We Make Eachother Racial, really defined this chapter well. The chapter touched on curriculum and social inequalities in society. The high school, Madison, is a very diverse campus, with a third of it being white. The whites at the school are for the most part working-class, so when the topic of Affirmative Action came up, many of the white students were up in arms! They had a class discussion in which some students chimed in how Affirmative Action gives un-deserving people jobs, and also aids them more than white people. I felt that many of these views were passed along to them via their family or particular company they are around when not in school.
Another issue, curriculum, got the white students a tad peaved as well. They didn't understand why there is a black history month, or latino-cultural clubs, when there doesn't exist a Euro-American club.
The segregation at this high school seems to really be a touchy issue to a lot of the students. I feel that the fault should fall on the administration. Yes, it is likely that groups will be constructed and people tend to hangout with people "like themselves." However, a high school is where students begin to mold and construct their views on the outside world. Therefore, what does a division like the visible one at Madison help to do? It just perpetuates the cycle of segregation to the next generation. I feel the administration should take a more active approach in helping students become more open to new cultures. If you have a school with such an immense pallete, you must embrace each one, whether it be special programs, or reaching out to the junior high schools to create after-school programs where the different schools in the high school district meet and greet. Little steps like that can at least shine a little light to helping find a way of having a more civil school environment.
Demographic Myths:
I found the Chapter of Demographic Myths to be very basic, saying that it's myth that "the number of ELLs is decreasing," or that "mainly you find non-English speakers in urban areas." I found that these myths weren't myths, just more ignorance. It is ignorant to believe that our country is the land of opportunity where everyone can find their dreams of prosperity, but believe that we all speak one universal language, and that is just false. The scenario of the three teachers, beginning with their pre-service teaching, where 2 of the 3 believed that they would never have an ELL, was keeping with that American ignorance that NOOO, this will never effect me because I want to work/or do work in a suburb that is at a higher-SES rate. I feel that I was very critical with this chapter, but as we are all involved with the TESOL field, we would find these myths to be more "thinking inside our own bubble world."
The title of this chapter, We Make Eachother Racial, really defined this chapter well. The chapter touched on curriculum and social inequalities in society. The high school, Madison, is a very diverse campus, with a third of it being white. The whites at the school are for the most part working-class, so when the topic of Affirmative Action came up, many of the white students were up in arms! They had a class discussion in which some students chimed in how Affirmative Action gives un-deserving people jobs, and also aids them more than white people. I felt that many of these views were passed along to them via their family or particular company they are around when not in school.
Another issue, curriculum, got the white students a tad peaved as well. They didn't understand why there is a black history month, or latino-cultural clubs, when there doesn't exist a Euro-American club.
The segregation at this high school seems to really be a touchy issue to a lot of the students. I feel that the fault should fall on the administration. Yes, it is likely that groups will be constructed and people tend to hangout with people "like themselves." However, a high school is where students begin to mold and construct their views on the outside world. Therefore, what does a division like the visible one at Madison help to do? It just perpetuates the cycle of segregation to the next generation. I feel the administration should take a more active approach in helping students become more open to new cultures. If you have a school with such an immense pallete, you must embrace each one, whether it be special programs, or reaching out to the junior high schools to create after-school programs where the different schools in the high school district meet and greet. Little steps like that can at least shine a little light to helping find a way of having a more civil school environment.
Demographic Myths:
I found the Chapter of Demographic Myths to be very basic, saying that it's myth that "the number of ELLs is decreasing," or that "mainly you find non-English speakers in urban areas." I found that these myths weren't myths, just more ignorance. It is ignorant to believe that our country is the land of opportunity where everyone can find their dreams of prosperity, but believe that we all speak one universal language, and that is just false. The scenario of the three teachers, beginning with their pre-service teaching, where 2 of the 3 believed that they would never have an ELL, was keeping with that American ignorance that NOOO, this will never effect me because I want to work/or do work in a suburb that is at a higher-SES rate. I feel that I was very critical with this chapter, but as we are all involved with the TESOL field, we would find these myths to be more "thinking inside our own bubble world."
MADE IN AMERICA Response Q's: Intro and Chapter 1 (ENG394)
1) Olsen's study in this novel takes on an anthropological approach of viewing TESOL. She observes, interviews, and records the life of a highly diverse high school in California in order to gain better insight into how racial/social barriers are set-up among the students. In the novel, the author accounts her own observations, along with views of the students and school about certain societal issues that entail themselves into the school environment.
2) Olsen began her research with acknowledging the fact that she has to understand the complexities of immigration and Americanization. She defines schooling as a process where inequality is produced by sorting students by granting credentials from the school into appropriate school positions. She adds that it serves to shape individual's attitudes and identity to fit their class positions.
3) Olsen uses a ethnographic methodology (observing culture) for her research. She does this so that she can observe the environment of the school, the different cliques that the school exhibits. It helps her to visualize the seperations, and be able to gain insight to how they are layed out and why.
4) The participants of the study were 15 faculty members and administration at Madison High, 7 at the Newcomer School (ESL Program), 47 students, and 5 teachers.
5) A few of the Research Questions:
- How did they understand "America?" What does it mean to be "American?"
- What borders and boundaries did they create or detect in social relations? What language did they use to articulate and create borders and boundaries?
- How did they experience and view their encounters with each other across languages, cultures, and national identities?
6) She gained some data sources through census reports and school reports, while gaining her information through keeping three journals with three different personalities within herself. (The storyteller, the anthropologist, and the advocate)
7) The researcher's roles are to observe the school environment among the students and staff. She views them in and out of the classroom, so that she can see the "boundaries" created and how they effect the students' views on their education and social-lives in school and outside in the community.
8) Demographics: 32.8% white, 26.1% hispanic, 13.5% African-American, 13.3% Asian, 11.1% Filpino, 2.4% Pacific Islander, <1% Native-American
2) Olsen began her research with acknowledging the fact that she has to understand the complexities of immigration and Americanization. She defines schooling as a process where inequality is produced by sorting students by granting credentials from the school into appropriate school positions. She adds that it serves to shape individual's attitudes and identity to fit their class positions.
3) Olsen uses a ethnographic methodology (observing culture) for her research. She does this so that she can observe the environment of the school, the different cliques that the school exhibits. It helps her to visualize the seperations, and be able to gain insight to how they are layed out and why.
4) The participants of the study were 15 faculty members and administration at Madison High, 7 at the Newcomer School (ESL Program), 47 students, and 5 teachers.
5) A few of the Research Questions:
- How did they understand "America?" What does it mean to be "American?"
- What borders and boundaries did they create or detect in social relations? What language did they use to articulate and create borders and boundaries?
- How did they experience and view their encounters with each other across languages, cultures, and national identities?
6) She gained some data sources through census reports and school reports, while gaining her information through keeping three journals with three different personalities within herself. (The storyteller, the anthropologist, and the advocate)
7) The researcher's roles are to observe the school environment among the students and staff. She views them in and out of the classroom, so that she can see the "boundaries" created and how they effect the students' views on their education and social-lives in school and outside in the community.
8) Demographics: 32.8% white, 26.1% hispanic, 13.5% African-American, 13.3% Asian, 11.1% Filpino, 2.4% Pacific Islander, <1% Native-American
Wednesday, September 7, 2011
Pennycook's Critical Approach to TESOL (9/8/2011)
I would like to give my take and thoughts of this article from the backgrounds, starting from page 18, "Critical pedagogy in TESOL must not be a static body of knowledge, but rather must be open to question." (Pennycook, 2007). I thought, as a whole, this quote really brought together Pennycook's argument throughout the whole passage we read. The whole politics of TESOL where we feel that we can't challenge or go against what the top researchers in the field of TESOL theorize. As Pennycook challenges on page 2, "... who gets published in the international context. The power and politics of publishing in English once again act as a major gatekeeper." I believe politics clouds and distracts us from the importance of education, which is the students.
Fairclough's (1992) idea of critical language awareness as an essential element of social change struck me with some ponder. The article brings up a lot about social domains or areas of interest in critically approaching TESOL (i.e. sexuality, ethnicity, and representations of otherness). From a standpoint of culture, especially here in the United States, this is a big issue that can come up in any of our classrooms. However, certain cultural backgrounds of some students may not feel as comfortable about the subject or be against it. Therefore, how do we approach bringing up a subject like homosexuality? Or racism? I feel the best way is to teach tolerance through culture, finding ways on inter-connecting different groups of people. That is the foundation of what the U.S. is all about.
Gee (1994) suggests that "English Teachers stand at the very heart of the most crucial educational, cultural, and political issues of our time" (p. 190). As future ELL, ESL, EFL teachers, we do have this responsibility. We mold these language-learners' minds in the way they view and interpret the language and culture of society. Its' a job that should be taken with pride and passion for education and opening up a new worldly views for our students.
#Dreambig
Blogfully yours,
The TESOL Bro,
Tommy T.
Fairclough's (1992) idea of critical language awareness as an essential element of social change struck me with some ponder. The article brings up a lot about social domains or areas of interest in critically approaching TESOL (i.e. sexuality, ethnicity, and representations of otherness). From a standpoint of culture, especially here in the United States, this is a big issue that can come up in any of our classrooms. However, certain cultural backgrounds of some students may not feel as comfortable about the subject or be against it. Therefore, how do we approach bringing up a subject like homosexuality? Or racism? I feel the best way is to teach tolerance through culture, finding ways on inter-connecting different groups of people. That is the foundation of what the U.S. is all about.
Gee (1994) suggests that "English Teachers stand at the very heart of the most crucial educational, cultural, and political issues of our time" (p. 190). As future ELL, ESL, EFL teachers, we do have this responsibility. We mold these language-learners' minds in the way they view and interpret the language and culture of society. Its' a job that should be taken with pride and passion for education and opening up a new worldly views for our students.
#Dreambig
Blogfully yours,
The TESOL Bro,
Tommy T.
Monday, September 5, 2011
9/5/2011: Response to Kuma's First 2 Chapters (ENG 345)
In chapter 1, I really liked how Kuma commented on continuous education, and the value in it. I believe that nobody is ever done learning, especially teachers. Teachers, especially myself and many of us specifically, are going into foreign language teaching. In the field of TESOL, there are always new methodologies that are being produced to increase efficiency in the teaching profession. In order to for myself to be an effective teacher from now and many years to come, I will need to have the write "tools" to instruct my students (ie. best teaching practices, methods, using multiple intelligences). Kuma's emphasis on teaching education is the path of knowledge as an educator that I want to follow, being knowledgable about my trade and improving on it as well.
Chapter 2 touched on postmethod pedagogy and methodologies, and how they are practiced in the classroom. I particularly agreed with his thoughts on language-center methods, commenting that, "Language-center methods treat language learning as a linear, additive process." (25) In that, I think he is saying that the teacher is to take the curriculum (grammar, vocabulary, etc.) and bring the tasks or subject into the lesson individually so that the learner can practice internalizing that specific item. This quotation got me thinking back to a book I read, Pedagogy of the Oppressed by Paolo Freire. In the novel, he touches on many issues of how we are all oppressed in the way of which the world works. From an educational viewpoint, he talked about the idea of education from a banking approach and a problem-solving approach. The banking approach is how many teachers do approach the trade, in that they try to stuff and fill students' minds with endless amounts of information so that they can pass a test, not truly finding any use of it other than that. Freire was a huge proponet of the problem-solving approach, in which balanced the learning scale between student and teacher. This approach promoted critical thinking and questioning, so that the student and teacher could learn from one another, so that students can find a reason or practical use of the information being taught to them, finding clarity in it all. From a foreign language learning viewpoint, the problem-solving approach is way more beneficial than just shoving random facts and grammar and words and whatnot into their minds. We have to remember that students do not come into your class "empty." Students have been taught a language before, their native language OBVIOUSLY. Therefore, it is our job as educators to find ways of approaching the subject in the best way that fits the need of our students, it is that "give and take" mentality that will indeed help with your "rep" factor among your students.
Overall, I found Kuma's (ps I LOVE that we have a nickname already for him) interpretations on TESOL methods and language teaching in that we have to follow our philosophies, what works best for us, to be thought-provoking and open for group discussion.
Until Tomorrow,
Tom "The TESOL Bro"
Self-proclaimed John Madden of TESOL
Chapter 2 touched on postmethod pedagogy and methodologies, and how they are practiced in the classroom. I particularly agreed with his thoughts on language-center methods, commenting that, "Language-center methods treat language learning as a linear, additive process." (25) In that, I think he is saying that the teacher is to take the curriculum (grammar, vocabulary, etc.) and bring the tasks or subject into the lesson individually so that the learner can practice internalizing that specific item. This quotation got me thinking back to a book I read, Pedagogy of the Oppressed by Paolo Freire. In the novel, he touches on many issues of how we are all oppressed in the way of which the world works. From an educational viewpoint, he talked about the idea of education from a banking approach and a problem-solving approach. The banking approach is how many teachers do approach the trade, in that they try to stuff and fill students' minds with endless amounts of information so that they can pass a test, not truly finding any use of it other than that. Freire was a huge proponet of the problem-solving approach, in which balanced the learning scale between student and teacher. This approach promoted critical thinking and questioning, so that the student and teacher could learn from one another, so that students can find a reason or practical use of the information being taught to them, finding clarity in it all. From a foreign language learning viewpoint, the problem-solving approach is way more beneficial than just shoving random facts and grammar and words and whatnot into their minds. We have to remember that students do not come into your class "empty." Students have been taught a language before, their native language OBVIOUSLY. Therefore, it is our job as educators to find ways of approaching the subject in the best way that fits the need of our students, it is that "give and take" mentality that will indeed help with your "rep" factor among your students.
Overall, I found Kuma's (ps I LOVE that we have a nickname already for him) interpretations on TESOL methods and language teaching in that we have to follow our philosophies, what works best for us, to be thought-provoking and open for group discussion.
Until Tomorrow,
Tom "The TESOL Bro"
Self-proclaimed John Madden of TESOL
Wednesday, August 31, 2011
9/1 Reading Thoughts (ENG 345)
Celce-Murcia (1991):
In the past, we have used two ways of approaching language teaching: which were speaking/understanding the language and learning the languages' grammatical rules.
Celce-Murcia lists nine approaches to refer to different teaching methodologies of language: Grammar-Translation Approach, Direct Approach, Reading Approach, Audiolingualism (U.S.), Situational Approach (UK), Cognitive Approach, Affective-Humanistic Approach, Comprehension-Based Approach, and the Communicative Approach.
After reading over the descriptions of these language teaching approaches, I found the communicative approach and the affective-humanistic approaches to be quite interesting.
I really like the communicative approach in that it lets students take a hands-on approach to their language learning (i.e. role-playing of real-life situations) and the idea of classroom materials having authenticity to the students. The teacher's role is more of a facilitator, and not just to correct and mark-off errors. The basic skills like reading, speaking, listening, and writing are integrated into the language learning.
The parts of the Affective-Humanistic Approach that I thought were necessary were the emphasis of respect among everyone in the classroom, being motivating and not bringing down anyone's feelings. There exists a class environment that is almost like a community, with peer support and interaction. I believe that teachers, among teaching the curriculum, are responsible for teaching our students to be global citizens, welcoming all cultures, so that we can knock down all these barrier and stereotypes that sometimes hinders learning.
B. Kumaravadivelu, Tesol Methods: Changing Tracks, Changing Trends
The author of this article touches on the last 15 years (1991-2006) of how TESOL has developed, how it has shifted from three different waves: (1) from communicative language teaching to task-based language teaching,
(2) from method-based pedagogy to postmethod pedagogy, and (3) from systemic discovery to critical discourse.
I found that the author was a bit rash in thinking that we have figured this whole TESOL thing out. I am not the best at describing all these different theories and even saying that I agree with a lot of these waves of change that have occurred. I feel that the best way of understanding is not by the times, but by the learners. There are different TESOL environments all over the country. A lot of the ways of approaching students depends on the classroom/school environment. What kind of learners (Where are they from) do you have? What technologies do you have on your utility belt?
When Dr. Brown (1991, p. 257) declared that "We have come a long way," in regards to TESOL, I couldn't disagree more. The rates of students dropping out because of the barriers set-up against ELL learners and the poverty state of many immigrant families still makes it difficult for these students to not only adjust, but be successful. There are still many ways we can improve on the way we teach our students, and a lot of it falls on us and the fund-lacking curriculum that education has to deal with.
Off my soap-box! See you all tomorrow!
Blog ya' lata!
The TESOL Bro, Tommy T.
In the past, we have used two ways of approaching language teaching: which were speaking/understanding the language and learning the languages' grammatical rules.
Celce-Murcia lists nine approaches to refer to different teaching methodologies of language: Grammar-Translation Approach, Direct Approach, Reading Approach, Audiolingualism (U.S.), Situational Approach (UK), Cognitive Approach, Affective-Humanistic Approach, Comprehension-Based Approach, and the Communicative Approach.
After reading over the descriptions of these language teaching approaches, I found the communicative approach and the affective-humanistic approaches to be quite interesting.
I really like the communicative approach in that it lets students take a hands-on approach to their language learning (i.e. role-playing of real-life situations) and the idea of classroom materials having authenticity to the students. The teacher's role is more of a facilitator, and not just to correct and mark-off errors. The basic skills like reading, speaking, listening, and writing are integrated into the language learning.
The parts of the Affective-Humanistic Approach that I thought were necessary were the emphasis of respect among everyone in the classroom, being motivating and not bringing down anyone's feelings. There exists a class environment that is almost like a community, with peer support and interaction. I believe that teachers, among teaching the curriculum, are responsible for teaching our students to be global citizens, welcoming all cultures, so that we can knock down all these barrier and stereotypes that sometimes hinders learning.
B. Kumaravadivelu, Tesol Methods: Changing Tracks, Changing Trends
The author of this article touches on the last 15 years (1991-2006) of how TESOL has developed, how it has shifted from three different waves: (1) from communicative language teaching to task-based language teaching,
(2) from method-based pedagogy to postmethod pedagogy, and (3) from systemic discovery to critical discourse.
I found that the author was a bit rash in thinking that we have figured this whole TESOL thing out. I am not the best at describing all these different theories and even saying that I agree with a lot of these waves of change that have occurred. I feel that the best way of understanding is not by the times, but by the learners. There are different TESOL environments all over the country. A lot of the ways of approaching students depends on the classroom/school environment. What kind of learners (Where are they from) do you have? What technologies do you have on your utility belt?
When Dr. Brown (1991, p. 257) declared that "We have come a long way," in regards to TESOL, I couldn't disagree more. The rates of students dropping out because of the barriers set-up against ELL learners and the poverty state of many immigrant families still makes it difficult for these students to not only adjust, but be successful. There are still many ways we can improve on the way we teach our students, and a lot of it falls on us and the fund-lacking curriculum that education has to deal with.
Off my soap-box! See you all tomorrow!
Blog ya' lata!
The TESOL Bro, Tommy T.
Tuesday, August 30, 2011
Anthology Chapters 1 & 2 (ENG 345)
Ch. 1:
I found chapter one to be quite informative in the way of describing the diagnosis, treatment, and assessment of English Language Learners. The discussion of the three I found to be quite applicable to our future professions. With diagnosis, we need to know where our students are coming from, to see if they need extra help. The quicker we are able to diagnose the issue, the quicker we can give that student assistance. I have seen this time and time again in certain schools I have either observed or assisted in, where a student goes right under the radar until it is too late. It's one of the most heart-breaking things. However, if we can diagnose quick enough, we will be able to "treat" the student so that we can advance their English proficiency and guide them back towards the general education.
Ch. 2:
As I did think that chapter two was a bit easier to read, it might have been due to the fact that I was shocked and yelling in my mind about what the book said is an "effective teacher." The book states an "effective teacher" is considered one if they have students whom perform better on standardized tests than the other classes, and that just isn't fair or right. I feel our education system is going into the trash because we are teaching to the test. Students are losing their creativity and thereby losing enjoyment in learning, both in the classroom and outside. Teaching repetitively bores students. They feel like it is the same constant thing all day, every day, and therefore they go into cruise-control and coast through the school day. I can't give you a detailed definition of what an "effective teacher" is, but it definetly involves more than just test scores.
Blog you lata!
#happytuesday
I found chapter one to be quite informative in the way of describing the diagnosis, treatment, and assessment of English Language Learners. The discussion of the three I found to be quite applicable to our future professions. With diagnosis, we need to know where our students are coming from, to see if they need extra help. The quicker we are able to diagnose the issue, the quicker we can give that student assistance. I have seen this time and time again in certain schools I have either observed or assisted in, where a student goes right under the radar until it is too late. It's one of the most heart-breaking things. However, if we can diagnose quick enough, we will be able to "treat" the student so that we can advance their English proficiency and guide them back towards the general education.
Ch. 2:
As I did think that chapter two was a bit easier to read, it might have been due to the fact that I was shocked and yelling in my mind about what the book said is an "effective teacher." The book states an "effective teacher" is considered one if they have students whom perform better on standardized tests than the other classes, and that just isn't fair or right. I feel our education system is going into the trash because we are teaching to the test. Students are losing their creativity and thereby losing enjoyment in learning, both in the classroom and outside. Teaching repetitively bores students. They feel like it is the same constant thing all day, every day, and therefore they go into cruise-control and coast through the school day. I can't give you a detailed definition of what an "effective teacher" is, but it definetly involves more than just test scores.
Blog you lata!
#happytuesday
Sunday, August 28, 2011
Made In America (ENG 394) (Intro, Ch. 1 & 2)
After going through the first 57 pages, I found Olsen's portrayal of Madison High School very eye-opening and easily visible for the reader. Her opening with the historical citings of the school and the change in demographics was very useful for the background into her research.
"... the need of "us" versus the drain of serving "them."" (Olsen, 14)
This quote stuck out to me as a future educator because I feel a lot of time we forget to teach TO our students, rather AT them. We get caught in this routine that isn't always the best for our students. I feel that we as teachers need to find out what is the best way to teach our students. We need to find means of helping students retain the material, going out of our teaching routine and instructing students in a new way, because the way we are doing it now is not working.
"You have to stay on one side or another. If you try to be in the middle, you are stoned from all sides." (Olsen, 54)
I feel that a lot of students, especially ELL students, think that they have to choose to either follow in the ways of being "American" or to not be. You can't juggle both or else you won't be accepted by either side. It's a sad truth, but we as teachers can try to guide our students to embrace other cultures. Students need to know that there's a big world out there, and it's best that we teach it to our students.
So far, so good though. I am enjoying the read. Blog you all soon!
-Tommy T.
"... the need of "us" versus the drain of serving "them."" (Olsen, 14)
This quote stuck out to me as a future educator because I feel a lot of time we forget to teach TO our students, rather AT them. We get caught in this routine that isn't always the best for our students. I feel that we as teachers need to find out what is the best way to teach our students. We need to find means of helping students retain the material, going out of our teaching routine and instructing students in a new way, because the way we are doing it now is not working.
"You have to stay on one side or another. If you try to be in the middle, you are stoned from all sides." (Olsen, 54)
I feel that a lot of students, especially ELL students, think that they have to choose to either follow in the ways of being "American" or to not be. You can't juggle both or else you won't be accepted by either side. It's a sad truth, but we as teachers can try to guide our students to embrace other cultures. Students need to know that there's a big world out there, and it's best that we teach it to our students.
So far, so good though. I am enjoying the read. Blog you all soon!
-Tommy T.
Wednesday, August 24, 2011
8/24/2011: Diaz & Weed; Jenkins. (Thomas Tischler)
Diaz-Rico, L. & Weed, K. (2010) The cross-cultural. language, and academic development handbook.
This particular article brought about a lot of interesting facts. One in particular that I found interesting was listed on page 17, "According to the 2000 census, one American in five, 47 million, speaks a language other than English at home." As a future teacher of TESOL, this makes me happy knowing that there is a need for us out there, and that since this is from 11 years ago, those numbers have to be higher most likely.
After reading the section about minorities in education, it made me wonder upon how we are educating the minorities in our country. Diaz & Weed comment (Pg. 16, 2010) that even after a half-century after Brown v. B.O.E, many minority students (Blacks, Latinos, and Indians) are struggling to compete and succeed along with their fellow classmates.
How can we, as future educators, look to reform these ethnic barriers in education? Multicultural classrooms? Bilingual Education? Other thoughts?
In the future, if I was to stay in the United States, I would like to teach in an urban area, like Chicago, L.A., New York, or even Austin. Therefore, the chance of me having minority students will be at probably a higher rate. Therefore, knowing about my students and their backgrounds is important. Not all cultures and/or ethnic groups learn the same. We must be culturally-aware of our students so that we can better understand them, and the lifestyles they live.
From my own experiences in working in Chicago Public Schools, I know that there is a lot of feeling of community (pride of) between the different neighborhoods. When I worked in Little Village, a prominently Mexican community, the culture of the school was very different than the schools I have seen in the suburbs. This article made me understand and connect back to how different cultures in the classroom does effect the learning process. It is something we are not taught enough in our education classes.
Jenkins, J. World Englishes.
The most interesting model I viewed in this article was Kachru's three-circle model of World Englishes (source: Kachru 1992:356). The model uses ovals, and are presented vertically rather than concentrically, with the lowest circles representing earlier versions of English. I really like the way this model is presented because it is based on the geographical and historical sense, instead of just on the way speakers are identified currently and how they use English.
A big issue brought up in this article was about defining "New English." Bamgboe (1998: 3-4) outlines five internal factors for deciding on an innovation of English: Demographics, geographical, authoritative, codification, and the acceptability factor. These factors help to give validity to a form of English.
Do you agree with any of Platt et al's four criteria for a "New English" to be fulfilled. Based on it being developed through an educative system? Developed in an area where a native variety of English was not the language spoken by most of the population? Used for a range of functions among those who speak or write it in the region where it is used? Become 'localized' or 'nativised' by adopting some language features of its own, such as sounds, intonation patterns, sentence structures, words and
expressions? Can you think of any others that may be considered?
This particular article brought about a lot of interesting facts. One in particular that I found interesting was listed on page 17, "According to the 2000 census, one American in five, 47 million, speaks a language other than English at home." As a future teacher of TESOL, this makes me happy knowing that there is a need for us out there, and that since this is from 11 years ago, those numbers have to be higher most likely.
After reading the section about minorities in education, it made me wonder upon how we are educating the minorities in our country. Diaz & Weed comment (Pg. 16, 2010) that even after a half-century after Brown v. B.O.E, many minority students (Blacks, Latinos, and Indians) are struggling to compete and succeed along with their fellow classmates.
How can we, as future educators, look to reform these ethnic barriers in education? Multicultural classrooms? Bilingual Education? Other thoughts?
In the future, if I was to stay in the United States, I would like to teach in an urban area, like Chicago, L.A., New York, or even Austin. Therefore, the chance of me having minority students will be at probably a higher rate. Therefore, knowing about my students and their backgrounds is important. Not all cultures and/or ethnic groups learn the same. We must be culturally-aware of our students so that we can better understand them, and the lifestyles they live.
From my own experiences in working in Chicago Public Schools, I know that there is a lot of feeling of community (pride of) between the different neighborhoods. When I worked in Little Village, a prominently Mexican community, the culture of the school was very different than the schools I have seen in the suburbs. This article made me understand and connect back to how different cultures in the classroom does effect the learning process. It is something we are not taught enough in our education classes.
Jenkins, J. World Englishes.
The most interesting model I viewed in this article was Kachru's three-circle model of World Englishes (source: Kachru 1992:356). The model uses ovals, and are presented vertically rather than concentrically, with the lowest circles representing earlier versions of English. I really like the way this model is presented because it is based on the geographical and historical sense, instead of just on the way speakers are identified currently and how they use English.
A big issue brought up in this article was about defining "New English." Bamgboe (1998: 3-4) outlines five internal factors for deciding on an innovation of English: Demographics, geographical, authoritative, codification, and the acceptability factor. These factors help to give validity to a form of English.
Do you agree with any of Platt et al's four criteria for a "New English" to be fulfilled. Based on it being developed through an educative system? Developed in an area where a native variety of English was not the language spoken by most of the population? Used for a range of functions among those who speak or write it in the region where it is used? Become 'localized' or 'nativised' by adopting some language features of its own, such as sounds, intonation patterns, sentence structures, words and
expressions? Can you think of any others that may be considered?
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