Blog Entry 4
This class helped me become aware
of the struggles of English Language learners. Never before did I pay attention
to the challenges they face. This course made me aware of all the different
types of children that will be in my future class. Placing focus on this
specific group of ELLs has allowed me to have a better notion of what I need to
focus on to help them progress to the next grade. I have learned that ELLs are
very special students that deserve our focus, help, patience, and time. I
learned about their background and the challenges that many face, such as
living in a low-income home, being raised in a foreign language as their
primary language, and at times starting school later when they are older which
causes a delay in their learning in English.
This class has impacted me
professionally by giving me the best ideas in helping ELLs learn. One of the
most important methods that I learned about was creating small groups. Small
groups, as I observed, are very efficient because as an educator, you can focus
on the students one on one that are struggling more than others and take the
time to address their needs. I believe that “The WIDA CAN DO Descriptors for
English Language Proficiency Levels, Pre-K-12” is a very important table to
help us understand what level our students are in (WIDA Consortium, 2012b,
pp7-8). By knowing the level of each students, we are able to work on their
weaknesses in the different subjects so that they can advance to the next
level.
The aspects that I believe I need
to be focused on are the four major subsystems which are phonology, morphology,
syntax, and semantics (Wright, 2015, pg. 31). These subsystems have changed my
mentality of how to teach. Out of these four subsystems, I believe phonology is
the most important because it makes sure the student is able to clearly understand.
If a word is not clear, then the whole purpose or meaning of what they are
trying to say can be misinterpreted.
Before this course I did not know
anything about the “Silent Period” that some students, especially ELLs go
through (Wright, 2015, pg. 155). Sometimes we believe that a student is not
paying attention to us or that maybe the information comes through one ear and
goes out the other. Yet this is not the case. As I keep learning, I can see
that it is just a period that some ELLs go through and by giving them that wait
time, they slowly start blossoming and we can see their progress. All that time
they spent observing and hearing their classmates and teachers pays off. This
places great importance on being patient and allowing them their wait period
where they can feel comfortable enough to participate in class.
The impact this course caused on me
is a great one and has caused me to have awareness towards ELLs. They are
students that, when given the opportunity and time, will strive to give their
best. Also, it has given me ideas in teaching and I have learned about the
importance of visuals, repetitiveness, role playing, working with small groups,
classmates helping their classmates, and having patience to teach them.
References:
WIDA Consortium. (2012b). English
Language Learners can do booklet, grades prekindergarten-kindergarten.
Madison: Board of Regents of the University of Wisconsin System.
Wright, W.E. (2015). Foundations
for teaching English language learners: Research, theory, policy, and practice.
Philadelphia: Caslon Publishing.
