This chapter focuses on the two main components of oral language: listening and speaking. There are a variety of strategies that teachers can use to assist students in developing their listening and speaking skills in their secondary language. Primarily, teachers used to use repetition of phrases and chants to aid language learners in acquiring listening and speaking skills. The chapter refers to Carol Graham as having interesting chants to use with students. There are three books out there: Small Talk; Jazz Chant Fairy Tales; and Singing, chanting, telling tales. You can find a printed version of Jazz Chant Fairy Tales at http://www.scribd.com/doc/20570495/Carolyn-Graham-Jazz-Chants-Fairy-Tales. Apparently, “jazz chants provide rhythmic presentations of the sentence intonation patterns of English” (Diaz-Rico, p. 147). This book, specifically, is better for younger students working with longer texts. When looking at this text, I am impressed at the fun quality of the chant without being too young for my students. We use Into English for EL1 and EL2 in school. There are chants embedded within the text but the topics are very young, making my students feel like they are doing work for babies.
Additionally, I loved the games listed in Table 6.4 (Diaz-Rico, p. 162). They appeared fun and simple, allowing for groups to work and compete with each other. After reading some reviews online, I discovered that this book contains some redundancies in activities; they are, for the most part, fun and useful as language building tools.
Response to Peers:
Michelle Greco stated that she felt that her EL students have a difficult time trying to figure out what to say and when to say it. Like Michelle, I forget that some of my students do not have the support at home. Their parents may not know English and may only converse with them in Spanish. With my students, I am always reinforcing their language and restating what they have said. It is sad to think that the reinforcement of English language use ends when they walk out the door of my classroom. After reading Michelle’s BLOG, I looked at Amanda Wright’s. She addressed the learning of BICS through listening to students. She says, “Sometimes we tend to forget that in order to help the students we really need to take time to listen to them.” I wonder if I am doing enough listening to my students. It is easy to get bogged down in the day to day stress and activity of teaching. We all need to take the time to listen, really listen, to our students.
Monday, February 21, 2011
Sunday, February 20, 2011
Chapter 11 BLOG
This chapter talks about developing English language proficiency among students through constant use of the new language. This is not just through repetition and memorization, which is what most American classrooms rely on. The chapter stresses the importance of meaningful use of language. Students benefit most from opportunities to express thoughts and interpret meaning in English. When developing instruction for English language learners, teachers should look at the amount of time they are talking versus the amount of time the student is talking. The point is to speak to students in a manner that they understand. “Teachers who are sensitive to varying cultural styles are aware that in some cultures students are reluctant to display knowledge before a large group. They will take care to organize other means for students to demonstrate language and content knowledge, such as small-group discussions” (Diaz-Rico, p. 303). This is where the Instructional Conversation comes in. It is an opportunity to develop oral language proficiency. This should be done in a small group format in which all parties are responsive and contributes to the conversation equally. An IC is an opportunity for the teacher and students to interpret, predict, and construct meaning through discussion about the text. ICs should provide opportunities for students to think, reflect, express ideas, and argue positions as they develop an understanding of the text. The concept of ICs is that students can use the knowledge of their peers and teachers to understand things that were too difficult for them alone.
There is an article called, “Extending English Language Learners' Classroom Interactions Using the Response Protocol” by Kathleen A.J. Mohr and Eric S. Mohr. It can be found at http://www.readingrockets.org/article/26871. It is a valuable tool for developing appropriate instructional conversations and assisting teachers with questioning strategies that expand students’ use of language.
Response to Peers:
This chapter addressed the kinds of discourse used in the classroom to address the needs of English learners. Jose Tapia focused on the recitation pattern. He said that he recognized that he uses this pattern in his classroom regularly. I too, as well as most teachers I know, use the recitation pattern in the classroom. It is a way to structure the conversation and get quick feedback on what they are learning. I wonder if we are doing a disservice to our students if this is our primary form of interaction. Alternatively, Amanda Wright addressed the recitation pattern in her BLOG. She viewed it positively and says, “…from witnessing this in use in another teacher’s class it was amazing to see the growth. Basically it is a question answer session creating a higher level of thinking and thought provoking.” I disagree with the higher level thinking skills being addressed in the recitation pattern. I see it as asking the student to regurgitate what is being taught or what they already know. Additionally, I have seen the recitation pattern used in other classrooms. There is growth, among a certain type of student. Are those students showing growth the ELs?
There is an article called, “Extending English Language Learners' Classroom Interactions Using the Response Protocol” by Kathleen A.J. Mohr and Eric S. Mohr. It can be found at http://www.readingrockets.org/article/26871. It is a valuable tool for developing appropriate instructional conversations and assisting teachers with questioning strategies that expand students’ use of language.
Response to Peers:
This chapter addressed the kinds of discourse used in the classroom to address the needs of English learners. Jose Tapia focused on the recitation pattern. He said that he recognized that he uses this pattern in his classroom regularly. I too, as well as most teachers I know, use the recitation pattern in the classroom. It is a way to structure the conversation and get quick feedback on what they are learning. I wonder if we are doing a disservice to our students if this is our primary form of interaction. Alternatively, Amanda Wright addressed the recitation pattern in her BLOG. She viewed it positively and says, “…from witnessing this in use in another teacher’s class it was amazing to see the growth. Basically it is a question answer session creating a higher level of thinking and thought provoking.” I disagree with the higher level thinking skills being addressed in the recitation pattern. I see it as asking the student to regurgitate what is being taught or what they already know. Additionally, I have seen the recitation pattern used in other classrooms. There is growth, among a certain type of student. Are those students showing growth the ELs?
Chapter 5 BLOG
As teachers of English learners, we are constantly taught the latest strategies the district wants us to use. SDAIE is what has been talked about lately in my district. What I find interesting about SDAIE is that it uses many of the strategies that we have as part of special education. SDAIE, as well as special education, calls on teachers to address all of the learning modalities, teach in a concrete way, and provide real-world correlations to learning. “SDAIE teachers not only address the content objectives of the discipline they teach but also support students’ academic English by the use of visuals, hangs-on props and manipulatives, and cooperative learning” (Diaz-Rico, p. 136). In addition to teaching based on SDAIE strategies, I am now learning to incorporate a language objective and learning strategy objective with my content objective. All of the objectives are things that I want to see my students do, or accomplish. With ELs, I am trying to figure out what my students’ greatest needs are. This will help me determine what goal I should write; what I should focus on when creating lessons. Is their greatest need listening, reading, speaking, or writing?
There is an interesting BLOG on the Scholastic website, http://blogs.scholastic.com/ell/, that is focused on strategies that are based in SDAIE. It aligns with this chapter in that it helps the teacher to focus on the needs of the EL when designing instruction.
Response to Peers:
Like Jose Tapia, I have heard people talk about SDAIE and the strategies it entails, but I never even knew what the acronym stood for. What I really found interesting about his post is the reference to the book for English and Spanish readers. It is called 500 Words to Grow On. I like that it incorporates illustrations with the words. I also read Melissa Hale’s BLOG for this chapter. She states, “…and to be completely honest, we do not have this in special education.” She is referring to collaboration between EL teachers and content area teachers. This saddens me. While I do not have a specific language teacher, I do have an instructional assistant from language support services that comes to my class daily. She works with a group of my EL level 2 students. It is a tremendous help to have this support. I had to fight for it, but it was totally worth it.
There is an interesting BLOG on the Scholastic website, http://blogs.scholastic.com/ell/, that is focused on strategies that are based in SDAIE. It aligns with this chapter in that it helps the teacher to focus on the needs of the EL when designing instruction.
Response to Peers:
Like Jose Tapia, I have heard people talk about SDAIE and the strategies it entails, but I never even knew what the acronym stood for. What I really found interesting about his post is the reference to the book for English and Spanish readers. It is called 500 Words to Grow On. I like that it incorporates illustrations with the words. I also read Melissa Hale’s BLOG for this chapter. She states, “…and to be completely honest, we do not have this in special education.” She is referring to collaboration between EL teachers and content area teachers. This saddens me. While I do not have a specific language teacher, I do have an instructional assistant from language support services that comes to my class daily. She works with a group of my EL level 2 students. It is a tremendous help to have this support. I had to fight for it, but it was totally worth it.
Sunday, February 6, 2011
Chapter 4 BLOG
When looking at the Performance Based Learning information in this chapter I was reminded of what we already are required to do for all students. For every lesson we must have a learning objective. This information takes it a step further and asks that we include a language objective and learning strategy objective. This is a good way to look at my lessons for all of my students, not just my ELs. I firmly believe that we should be assessing our students based on what they have learned and what they can demonstrate to us through speaking, reading, and writing. Some of my students do well with written assessments, but most (especially my ELs) do best with oral responses. My question is: Why has the government become so narrow-minded in their definition of learning? Why don’t they consider an oral response to be an adequate demonstration of what the student has learned? In California, oral responses with a scribe are considered modifications on the state tests. The district doesn’t receive the same “credit” for student learning outcomes that cannot be demonstrated through filling in a bubble. The text says, “Performance-based testing procedures can be based on tasks that students are asked to do, including essays, demonstrations, computer simulations, performance events, and open-ended problem solving” (Diaz-Rico, p. 79). While we all know that standardized tests are required, there is a push for teachers to start using different assessment measures. “Teachers of ELLs work in school environments that are increasingly under pressure to prepare these students to pass standardized tests for accountability purposes. Closing the achievement gap between language minority and non-minority students will also require improved assessments that research shows can promote and support learning at the classroom level,” Valdez Pierce says in an article called Performance-Based Assessment: Promoting Achievement for English Language Learners.
Response to peers:
There were various ideas and main ideas selected from this chapter in the BLOGs. One student looked at the necessity for standards in our classrooms.“The educational world we live in today consists of standards. Everything we do in the classroom must be to meet a specific standard and each lesson will be given an objective that relates to the standard you are meeting,” says Jenna King. Everything we teach is dictated by someone else; not dictated by the individual needs of our students. While I agree with Jenna that this is true, I’m not sure if this is a good thing or a bad thing. Another student focused on assessment and its impact on the students we teach. Amanda Wright addressed assessment through the view of redesignation. She is correct that there is a lot of pressure on teachers to move students up in their EL levels and get them redesignated as proficient English speakers. She also addresses the fact that ELs, once reclassified, are left in the classroom without additional support. Are they really ready for this type of classroom support?
Response to peers:
There were various ideas and main ideas selected from this chapter in the BLOGs. One student looked at the necessity for standards in our classrooms.“The educational world we live in today consists of standards. Everything we do in the classroom must be to meet a specific standard and each lesson will be given an objective that relates to the standard you are meeting,” says Jenna King. Everything we teach is dictated by someone else; not dictated by the individual needs of our students. While I agree with Jenna that this is true, I’m not sure if this is a good thing or a bad thing. Another student focused on assessment and its impact on the students we teach. Amanda Wright addressed assessment through the view of redesignation. She is correct that there is a lot of pressure on teachers to move students up in their EL levels and get them redesignated as proficient English speakers. She also addresses the fact that ELs, once reclassified, are left in the classroom without additional support. Are they really ready for this type of classroom support?
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