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.
Monday, October 31, 2011
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.
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