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?