Through this class, I got to interview people and friends who learned English
as a second language, teachers who teach in bilingual or dual language
classrooms, as well as English speaking teachers and students who interact with
ELL students throughout their time at school daily. I have learned to become more
aware of the demographics of my school as well as did do away with and
bilingual classes at my school offers to our ELL students. These bilingual
classes mainly pertaining to Spanish speaking students who grew up learning
Spanish as a first language in their household. Knowledge of languages relevant
to the many roles teachers play as communicators, educators, evaluators, educated
human beings, and agents of socialization. (Wright, 2015)A lot of learning
about bilingual classes and accommodations that are made for ELLs
as well as
engaging and interacting with ELLs in my elementary school has taken place through being able to interview and observe Ms. Nava.
From the key Common Core state standard English language arts practice of building and presenting knowledge through research by integrating, comparing, and synthesizing ideas from text that are provided for us to study from our class textbook (Wright, 2015), I was able to identify a lot of these ideas from the way Ms. Nava presented knowledge to her students in the classroom. For example, during her social studies lesson, Ms. Nava Provided her students with a large range of sources such as Newspaper and magazine articles, a globe, and online video resources to allow students to be able to gather evidence and synthesize multiple sources towards the lesson that was being taught in class.I had no idea that even things such as articles for social studies as well as the entire lesson was given to the students in the Spanish language, I also began to piece together that the Spanish speaking students at our elementary school were kind of secluded from the rest of the student population. It was as though third grade was divided into two separate groups: four classes of ELLs. Then we have the four regular English-speaking classrooms for third grade. The more time I spend observing ELL students in our school, I realize that due to the fact that the students could not speak English as well as their peers a lot of them are shy or experience a communication disconnect that does not allow them to fit comfortably in their academic atmosphere, causing these children to not build connections or relationships with other students, teachers, and people at the school. The Spanish speaking students are more shy and quieter than their fluent English-speaking peers.
Ms. Nava’s class is of a smaller size than Ms. Miller's (my MT) third grade class of English-speaking students and ALL her lessons are taught in the Spanish language. Directions and steps for math problems are given in the English language, but if a student struggles with understanding a concept, the teacher aides the through accommodation and translating it into the Spanish language for them to easily understand what is being taught. this was interesting for me to see call MA because I had no idea as to what extent of Spanish was spoken in her classroom.
From the key Common Core state standard English language arts practice of building and presenting knowledge through research by integrating, comparing, and synthesizing ideas from text that are provided for us to study from our class textbook (Wright, 2015), I was able to identify a lot of these ideas from the way Ms. Nava presented knowledge to her students in the classroom. For example, during her social studies lesson, Ms. Nava Provided her students with a large range of sources such as Newspaper and magazine articles, a globe, and online video resources to allow students to be able to gather evidence and synthesize multiple sources towards the lesson that was being taught in class.I had no idea that even things such as articles for social studies as well as the entire lesson was given to the students in the Spanish language, I also began to piece together that the Spanish speaking students at our elementary school were kind of secluded from the rest of the student population. It was as though third grade was divided into two separate groups: four classes of ELLs. Then we have the four regular English-speaking classrooms for third grade. The more time I spend observing ELL students in our school, I realize that due to the fact that the students could not speak English as well as their peers a lot of them are shy or experience a communication disconnect that does not allow them to fit comfortably in their academic atmosphere, causing these children to not build connections or relationships with other students, teachers, and people at the school. The Spanish speaking students are more shy and quieter than their fluent English-speaking peers.
Ms. Nava’s class is of a smaller size than Ms. Miller's (my MT) third grade class of English-speaking students and ALL her lessons are taught in the Spanish language. Directions and steps for math problems are given in the English language, but if a student struggles with understanding a concept, the teacher aides the through accommodation and translating it into the Spanish language for them to easily understand what is being taught. this was interesting for me to see call MA because I had no idea as to what extent of Spanish was spoken in her classroom.
