https://youtu.be/sc4auiWR9gw
Hi everyone welcome back to my third blog!
I decided to interview an ESL/bilingual teacher at my student teaching placement and she was amazing, I learned so much from her! She was an ESL student when she was in school so she wanted to come back as a teacher and help students that were in her same position. I was very happy to hear as a teacher she does not suppress the students native English, she encourages them to talk in Spanish. Her teaching methods encourage students to use their home language but also to develop the new language, Wright (2015) states that “recognizing ELL’s home languages and cultures as rich resources for helping ELLs learn English and academic content, and they strive to help students develop high levels of proficiency and literacy in both languages”(pg.3) , Ms. Meza definitely knows that Spanish is very helpful and she uses that language to help her students learn and understand English better. I also liked her interaction method to help the students learn better, Wright (2015) states that “learners need opportunities to interact with other speakers” (pg.53), Ms. Meza provides many opportunities for her students to speak. She uses turn and talk in her reading lesson to facilitate that and she also lets them speak in whatever language they prefer. I like that about her teaching because she displays that she knows her students well enough to know when they feel ready to speak in English or in Spanish and she also does not make speaking in English a horrible experience because the students receive choice in what language they want to speak in.
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015.Print. Second Edition
Hi everyone welcome back to my third blog!
I decided to interview an ESL/bilingual teacher at my student teaching placement and she was amazing, I learned so much from her! She was an ESL student when she was in school so she wanted to come back as a teacher and help students that were in her same position. I was very happy to hear as a teacher she does not suppress the students native English, she encourages them to talk in Spanish. Her teaching methods encourage students to use their home language but also to develop the new language, Wright (2015) states that “recognizing ELL’s home languages and cultures as rich resources for helping ELLs learn English and academic content, and they strive to help students develop high levels of proficiency and literacy in both languages”(pg.3) , Ms. Meza definitely knows that Spanish is very helpful and she uses that language to help her students learn and understand English better. I also liked her interaction method to help the students learn better, Wright (2015) states that “learners need opportunities to interact with other speakers” (pg.53), Ms. Meza provides many opportunities for her students to speak. She uses turn and talk in her reading lesson to facilitate that and she also lets them speak in whatever language they prefer. I like that about her teaching because she displays that she knows her students well enough to know when they feel ready to speak in English or in Spanish and she also does not make speaking in English a horrible experience because the students receive choice in what language they want to speak in.
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015.Print. Second Edition
Hi Laura! Your video was very informative with all that the ESL teacher had to saw. I liked the different techniques the teacher used for the students. I also liked that the teacher let the children speak in English if they felt more comfortable and still kept the Spanish language for certain subjects. As I had read in the book, “encouraging ELLs to maintain and develop their home languages while they develop proficiency in English benefits the individual ELL and his or her family and community” is what I feel to be very accurate with her teaching (Wright, 2015, p. 23). Her teaching style seems to be working very well for the students and with her motivation towards the kids is nice to hear from a veteran teacher.
ReplyDeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hi Caroline! Thank you for watching my video. Yes Ms. Meza’s teaching style helped the students grow acdemically and helped maintain their home language. As Wright (2015) states “acculturation- immigrants and their children can adapt to the new language and culture without sacrificing their own” (pg. 20), Ms. Meza adopted this viewpoint and implemented it into her own classroom, her students will benefit tremendously from her approach.
DeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015.Print. Second Edition
Ms. Meza is a third grade bilingual education teacher. In her class, reading and writing in ELA subjects are executed in Spanish. Third grade is a transition year to full English instruction, with fifth grade only supplying Spanish instruction, reading, and writing in Social Studies courses. The form of bilingual education Ms. Meza administers is one week on and one week off, alternating weekly between Spanish and English grammar instruction. The key component of this method is bridging, or connecting, universal language concepts and components, comprising both languages. Evidence from Wright (2015) suggests “newcomer elementary school ELLs who received ample home language support and who spoke little English in class during the first half of the year scored higher on an achievement assessment in English than newcomer ELLs who spoke mostly English in class and received little primary language support” (p. 153). Compounding these findings, “The NPL reviewers found that students who can read in their home language and who have developed good oral English proficiency also have an advantage in learning to read in English” (Wright, 2015, p. 154). Ms. Meza also uses partnering as a form of cooperative learning and a precedent to independent work for scaffolding. “Cooperative learning is a form of scaffolding provided by classroom peers that contributes to the oral language development of ELLs in several ways” (Wright, 2015, p. 170).
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