All my genious thoughts…

Comment 1: http://dibbleje.wordpress.com/2008/09/23/mccain-response-to-sex-education/#comments

Comment 2: lost in the archieves

Comment 3: http://makeitepic.wordpress.com/2008/09/04/standarized-testing-for-kindergarten/#comments

Comment 4: http://laurensibula.wordpress.com/2008/10/20/mctethe-way-to-be/#comments

Comment 5: http://aker04.wordpress.com/2008/10/21/students-of-inclusion-would-like-security/#comments

Comment 6: http://blaine62.wordpress.com/2008/09/22/the-utility-of-lists/#comments

Comment 7: http://ehaveman05.wordpress.com/2008/10/21/language-is-power-power-is-white/#comments

Comment 8:http://aker04.wordpress.com/2008/12/01/maybe-try-pals/#comments

Comment 9: http://thebore4.wordpress.com/2008/11/30/colleges-introduce-an-alternative/#comments

Comment 10: awaiting moderation

The End of the Road

It seems that my academic semester has come to a close as quickly as it began 15 weeks ago, and it is time for me to conclude this blog on my future ELL classroom; however, that is not to say that this marks the end of my journey of research and study in the world of ESL. Rather, I have been inspired to further research outside countries, languages and classrooms to ‘synthesize’ the best strategies to empower the best students.

My journey would not have been so eventful if it weren’t for the help of my RSS reader aggregate…thank you google reader! All of the articles I summarized, reflected upon or eluded to on my blog were direct results of my RSS. The RSS did the hard work for me. Instead of Googling each day for ESL articles and other goodies to feed my blog, I simply logged into my RSS once a week and took account of all the great articles it had sifted to find me.

Moreover, I have found myself telling all my friends to open an RSS account as well as a blog. The language of a blog is so different than academic writing, especially in a research format. When blogging, I feel that I can say whatever I want, however I want because it’s my page. Although I could probably write many posts about nothing and great a “cheese sandwich” blog, I found meaty articles to fill in the gaps and used my own, sometimes cynical, observations like spicy honey mustard. And lets face it, who has time to browse through millions of articles every day? No one. I’ll let my RSS deal with all the junk that floats through cyberspace and spend my precious time reading only the articles I chose.

Why? Because I can. I have found a great freedom with my RSS and my blog. The freedom to use my time wisely, the freedom to say what I want, and the freedom to become educated in a high-speed, super-cool, mom-friendly, not-yet-outdated way.

Closing the Language Gap

I stumbled across an interesting article, entitled, “Can Roaring Fork Schools close the achievement gap?” that explains the steps taken at a Colorado School District to help merge the gap between their Anglo and Latino students. They had  recorded a significant gap; although never stated exactly what percentage. This reminded me of performance scores that could occur between my Native and ELL students as well as different raced ELL students.

The first step for Roaring Forks District was a $1 million dollar grant from the state to

“be able to lead the way for other districts struggling with achievement gaps between students of different races or incomes” (Redding).

Once the money was obtained the district leaped to action by hiring a team of outside “observers” to help find the holes their students were falling into. Superintendent, Judy Haptonstall said,

“It was like somebody holding up a mirror, It was pretty eye-opening”

After the team of observers wrote the district a 72 page evaluation of positive criticism the district called for a meeting to determine what changes needed to be made to help close the gap. The CADI (Comprehensive Assessment of District Improvement) noted the great techniques that some teachers were using as “islands of excellence”; however, it also pointed out that their biggest problem was that not all teachers were using these techniques. The district as a whole was not unified in their goals and were not sharing the effective ideas they did have with one another.

The answer set nearly all responsibility on the teachers’ laps. They needed to “increase teacher collaboration” and possibly “release students early one day a week” to ensure time to do so. Further, some teachers didn’t have enough training, support or simply weren’t willing to adapt to knew techniques when advised. Thus, even though the CADI advised for change, it would be entirely on the teachers shoulders to adapt to the new techniques asked of them. They needed to be “re-trained” in an effort to have

“a stronger focus on the best practices already being used by the distct’s teachers”

In addition to teachers putting in some extra time, the principals were advised to compose more walk-throughs in the classrooms on a regular basis to double check that teachers were using effective techniques and to share any new strategies he or she witnessed while sitting in on a classroom.

The plan seemed to show improvement, though not enough time has gone by to see the end results of the grant money and re-organization of the Colorado District. I thought that this was a great and simple plan. Basically, share your good ideas and communicate between administrators and teachers and teachers amongst one another to remain focused on the goals of the district as a whole. Not every district will get the luxury of $1 dollar grant from their state; however, they can take the time to talk to one another to better ensure their students are getting the best education they are capable of giving them.

I know that some teachers seem to hoard their successful lesson plans and students begin to make favorites accordingly. But, it’s not about we the teachers; it is about they the students. It’s all about the kids, especially in a newer program like ESL, it’s critical that we communicate what’s working and what is not…how else will we ensure our ELL’s that they are best prepared to walk into the real world? I think this really correlates with what Michelle Williams advised me to do: make meaningful links and “synthesize”.

“Can Roaring Fork Schools close the achievement gap?”

by: Katie Redding

The Aspen Times, Aspen, CO

Is Korea the Future of ESL?

So far, I have really explored different techniques and issues that will be present in my future classroom as an ELL teacher. However, ESL is not just taught her in West Michigan, or even the expanded United States. No. Rather, English has become a global language to many–including Korea. Korea has a native language: Korean. Korea also has a business language: English. That being said, Korean students are trying to learn English as a means for success even in their own country. Many students are required to take an acquisition test upon enrollment of College or Work. Students are required to score adequately on the TOIEC test and are given so many incentives and hints from colleges, grade schools and future employers that the accuracy of the test is being questioned. Moreover, the increased use of technology is also overpowering the classroom and leaving teachers wondering if the internet is their aid….or their enemy.

To help eliviate all the confusion and fear of the future of ELL in the classrooms of Korea, author Tory S. Thorkelson gives a shout out to the local KOTESOL conference. He brags that the conference is known by worldwide teachers who come to learn the newest techniques, ideas and strategies to help ELL’s in the classroom–sounds a lot like the MCTE conference in Michigan.

I visited the website of KOTESOL just to see what all the famous fus was about. The webpage is very organized and includes a history and mission statement, as I have pasted below.

“Korea Teachers of English to Speakers of Other Languages is a professional organization for teachers of English. Our main goals are to assist members in their self-development, and improve ELT in Korea. KOTESOL allows teachers to connect with others in the ELT community and find teaching resources in Korea and abroad through KOTESOL publications, conferences and symposia, and chapter meetings and workshops.”

Their 2009 Conference is dedicated to improving teachers to improve students learning. The website proudly presents that only 40% of their attendees are from Korea, all other teachers and interested parties fly in from outside countries. I trust the conference is as great as it claims to be because of its obvious size; however, it is hard to evaluate without flying out myself–something that is simply not feasible for a full-time mommy, wife and student!

So, to anyone who knows anymore about Korea and their great conference, feel free to better inform me! Has anyone attended this conference or know more about it? The website doesn’t list any sample forums, so it is hard to know the exact teachings without attending. But, it sounds like they are on to something on the other side of the big pond. Are our educators communicating with their educators?

Is this global language being treated as such with merging ideas and strategies from between ELL classrooms? I see now that my classroom here in West Michigan is only a small speck of ESL as a whole. I think it would be great to have a buddy in Korea to swap lesson plans and ploys with…and another door opens to infinite teaching resources!

“Future of English Language Teaching” by Tory S. Thorkelson.

Korea Times: November, 26, 2008

http://www.koreatimes.co.kr/www/news/special/2008/11/181_35124.html

Out on the Job: An ELL Director Gives Me Some Pointers

I’m sad to say that my busy life kept me from attending the MTCE conference. It sounded like an experience that would have given my teaching dreams a jump start toward the future. Instead, I found myself watching Dora the Explorer with my almost-3-year-old after a long day at work.

Happily, I had the opportunity to substitute an educational interview with ELL & Migrant Director, Michelle Williams from West Ottawa School District. Michelle has recently been added to the ELL team at West Ottawa as their number of ELL students continues to rise. Currently, they have over 1,500 ELL students in grades K-12. Their students begin the program as soon as they are enrolled in at W.O. Moreover, only one Elementary School currently exercises an immersion program. All the elementary students receive some bilingual class time from a ‘specials’ teacher; however, Williams agrees that,

 

“Ideally, I would love to have each and every one of our students become biliterate. Individuals who have a high degree of academic and conversational proficiency in multiple languages have so many doors open to them. Who wouldn’t want this of the students they serve?”

 

I couldn’t agree with her more on this one. If I have learned anything through my research and language learning experiences, it is that bilingual people have a definite advantage and better ability to learn complex concepts—language or other subject. Personally, I would love to become bilingual in Spanish in an effort to better accommodate my future ELL students, as most of them will have a native language of Spanish. Moreover, Michelle noted that not all of her ESL Teachers are bilingual, but all have language acquisition training or a good knowledge of a second language, if they aren’t in fact bilingual. A both sad and encouraging bit of info for me, as I am studying Language Acquisition; however, I think it would be great if all ELL teachers were fluent in their students’ native tongue. Yet, I am glad that I will be eligible for a position even if I don’t miraculously learn Spanish in the next 18 months—which is very unlikely, just ask my Spanish Prof! Lol.

My last question to Michelle during our interview was for advice as a future ELL educator; her response:

“look for connections and ways to integrate content, language and process”. 

Further, she said that making real connections and being a “synthesizer” will help me write the road signs that will guide my students through the gobs of information we will cover each day. Making links to real life experience and usage through the charts of verb endings and tense usage will undoubtedly be a difficult task. But, with process pedagogy and a good mentor like Michelle, this passionate ELL teacher will “synthesize” with “activities that target specific goals” to help my students connect the dots of language acquisition.

 

Personal Interview: Michelle Williams, ELL & Migrant Director, West Ottawa School District, Holland, MI.

November 14, 2008

Beyond the Classroom and Into the Streets

Although as a future ELL teacher, I will mostly encounter students who need to learn English. They have an origin, and for many of them that origin does not speak English either. Most ELL’s come from families who migrated to the U.S. mere days before entering the classroom. That being said, their studies aren’t the only thing in chaos. Their parents are busy trying to find jobs and struggling to find the cough medicine isle at the grocery store because they don’t speak the predominant language: English.

This story was very true about Lewiston, Maine. They were predominantly Catholic town with 95% white population. However, in the last five years they have become a town of 10% Somalis, sent in by the government. Needless to say, they have gone from 1 ELL teacher, to 22 full-time teachers and 8 assistants to 753 ELL students. The students are mainstreamed for most subjects; however, they are pulled out for math and reading. 

“The kids are doing good at school, Better than us. They have adapted” Farah, a Somalia parent.

 

 But, their parents don’t have the luxury of strapping on their back packs and attending grade school again.

The Adult Education Center offers a GED program as well as an ELL program for adults; however, few adults have the time or money to attend. The government has helped out with lower costs, but not low enough to give the Somalis an equal opportunity for an American education. This is effecting their jobs, their children’s well being, their health and their every day lives. Some Somalis attend a brief course to help with,

   “survival English: how to go shopping, what to say to the doctor, how to talk to your child’s teacher.” Anne Kemper, Center coordinator.

There are few parents who are able to attend enough classes to achieve their GED though, which is preventing them from work and has fueled the unemployment rate of Somalians to 50%. One disappointed factory parent attributes it to the lack of factory and unskilled jobs of today.

“In the 21st century economy, most jobs–even the most menial–require English proficiency”

What does this mean for me as an ELL teacher? Well, more complications. My students might not be in class everyday because they have to help their parents pay the bills. They will surely have different emotional needs than my mainstream students because of the language barrier at home and will struggle much more with their homework outside of the classroom where their are teachers to explain things to them in English. Their parents will also have concerns about their child’s advancement and how they can help, or get help for themselves with English.

ELL’s aren’t just in the classroom, they are roaming the streets, unemployed, confused and waiting for chance to succeed for their family. It is going to take a whole community to help bring ELL’s and their families up to snuff with English and the American way.

Sources: “The Common Thread” By: Kathleen Vail

http://ezproxy.gvsu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=33958695&site=ehost-live&scope=site

American School Board Journel, September 2008

Language is Power, Power is White

Every time I see a fat ‘C’ on my Spanish test, I’m reminded how much easier it would have come to me if I was 5, and not 23. I joke to my classmates that my 2-year-old daughter has retained more Spanish by watching Dora, than I have in two years of Spanish classes. While Spanish is closing in on us and flipping flopping our language percentages in schools, I feel she needs to know the language and the culture that surrounds her, now! Intertwining Spanish in our school curriculum would give Spanish speaking students a time to teach, to share and to feel purpose in the classroom, while the English speakers benefit with Second Language Acquisition and a cultural understanding of their brown classmates. This would bridge the gap between the two groups of children, much like the Service Learning project I wrote about a few weeks ago.  Which is exactly what’s going on in Canada–naturally, as they ARE the peacemakers. The Forest Grove School District is practicing a TWI (Two-Way Immersion) program to help cross cultural barriers.

Forest Grove has two classrooms for each grade 1st-4th of TWI classes. Their reasoning for starting so early:

 ”children are able to absorb and retain information–including learning a second language–best while they are very young.”

In one classroom, they practice learning centers, a typical method of learning for 3rd graders; however, these centers are “literacy centers” and students are paired with the opposite language speaker.  (1 English, 1 Spanish). The centers each focused “on a different skill: comprehension,  vocabulary, fluence or indendent reading”. At one center, the teacher witnesses specific evidence that her program is working. Two students were practicing vocab. with Spanish/English flashcards. The students responded to her,

“If I have trouble speaking in Spanish, she helps me to try the words out, ” said Breanna (English speaker).

“She helps me to learn more English so that in the future I can kow all my words. That way, I can get a better job, ” Erica, a Spanish speaking student reasoned.

These kids are 9-years-old and they already get the seriousness of English langauge lerning. If Erica doesn’t learn this universal language, she won’t go places after graduation. Jobs aren’t usually on the minds of 9-year-old. If I had to guess, Erica is reminded of the relevance each time she returns home to her Spanish speaking parents who are struggling without English.

On the flip side, parents of each langauge are also getting involved. English speaking mothers have enrolled in Spanish classes to keep up with their grade school children, while Spanish speaking parents are learning a little English from their kids, but more importantly they are seeing a future in their children;s eyes.

Children are becoming friends and “at recess, there are no cultural lines–that’s really great to see.” (Martinez, teacher). Unfortunately, this article, “Schools’ bilingual program a hit with students” was in the local Forest Grove paper because the program is on the ballot to be cut this fall.

So, why are we cutting this program?  Voters argue that the cut is

“motivated by fear,”

much like the bill that pulled scholarships from minority college students in 2007, in the US. A club member also states she feels there is “national confusion over immigration rights, it could gain traction here. I hope it doesn’t happen.”

This program has shown amazing progress and potential for English and Spanish speaking students and their parents and community. However, langauge is power in this world. Apparently, that scares the hell out of some legislators; having an equally spoken melting pot might bring new inspiration and ideas to the table. Besides, if you don’t speak American you’re not worth listening to anyway, right?!

 

“Schools’ bilingual program a hit with students” by: Nancy Townsley

The Forest Grove News-Times, Oct 8, 2008

http://www.forestgrovenewstimes.com/news/story.php?story_id=122344256792704700

How they got here: Reclassification and the ELL losers

Having grown up in Zeeland, MI, neighboring city to the famous Dutch Dancers of Holland, I was very sheltered from the ELL epidemic when attending grade school. Therefore, when I began to see the number of enrolled ELL students in the past 5 years—since my graduating high school, I was eager to learn how to teach these students English in my future classroom. I kept asking myself the questions, How do I teach them…What techniques will work best…What programs are excelling and which are failing? Not once did my narrow view ponder where these students came from. How did they get into my high school classroom? What separates them from my native speaking students? What classifies them as ELL students?

My naivety was slapped in the face with a recent article in Education Week, entitled, “The Best of Students, The Worse of Students”. Although the article is written by a woman in a Californian school district, I think the issues she attacks are present wherever ELL’s can be found. She talks about the “reclassification test” which separates ELL’s from mainstream English-proficient students. The test in her school was only passed by 9.6% of tested students, regardless that 29% had adequate scores to pass. Educator’s response:

“Our reclassified kids are our best students”.

Although I seriously question why only 29% passed at all, I am focusing my attention to the test in itself as the article presented. Author, Joanne Jacobs, also admits that 40-60% of  ELL’s NEVER reclassify into mainstream education. NEVER! Her proposal to fix this obvious dilemma: lower standards. What?! She’s kidding right? Why would we lower standards to students? What does this test look like?

These 40-60% of failures are treated accordingly; they receive the same English training they have been learning for the past 5 years of grade school through a pull-out program 30 minutes long each day of middle school. They REPEAT the SAME program! How is this helping? Annoyed by educators who treat their students like their dirty dishes, with a rinse and repeat style of teaching, I read on to try and find a reason for all this nonsense.

If the U.S. Dept of Education changes federal guidelines for ELL’s,

                                                                                         

““A single criterion, if it’s adopted, probably would speed reclassification,” even for students who are below average in academic achievement.””

 

Ok, so good point, the kids aren’t thrown back into the sink with the rest of the dirty dishes. However, now we’re sending students with “below average academic achievement” into the mainstream classroom. Thus, I have to say this test is NOT doing it’s job, or possibly it needs a secondary purpose: to expose the academic challenges that these ELL’s are experiencing as:

 

“Most ELL’s are the children of poorly educated, low-income parents. It’s no surprise when disadvantaged students need extra help. But they may not get the right kind of help if the assumption is that it’s all about English.”

 

This test is recycling English-proficient students for issues other than English. They are struggling academically, not with language. Yet, these students are being tossed back into the sudsy water instead of placed on a shelf with the other graduated and excelling students. Their learning is being cut short. No wonder 40-60% of these students never pass this awful test. I would stop caring if someone gave up and sent me back to 1st grade because of one low test score too. Educators are not handling these fragile students in an excelling manor. They have very little if any chance to succeed in academics, go on to college or land a promising job to provide their children. This test is trapping “Jose Average” in the “poorly educated, low-income” society of which he was born.

 

 

Wisconsin Reclassification policy:

http://dpi.wi.gov/esea/pdf/bul_0702.pdf

 

 

 

 

Read-alouds show success in the ELL Classroom:

When ESL students are given the opportunity to sit back and listen to a piece of English literature read aloud—with the intended “intonation and pauses”—students have shown a greater understanding of the literature presented to them. Alejandra Varela, an ESL teacher in New Jersey, decided to read “Annabel Lee” by Edgar Allan Poe to her first year students. She made special note to read slowly, adjust the tonality and inflection in her voice and leave pauses where she naturally read them.

The results: astounding.

 

She reflects,

 

“This was a beginning ESL class, and many of the students are newly arrived immigrants. In spite of this, most of them were able to understand who the poem was about, the mood, and what had happened to the main character. All of this from just one brief read-aloud.”

 

She recommends reading fictional stories and introducing unknown words before reading them to your students. She claims the benefits of read-alouds include: “helps students sharpen their listening skills and hear the phonetic variations of the English language, which in turn helps them improve their reading, writing, and oral skills”.

 

What is the problem with this great method?

 

High school teachers have looked upon read alouds as elementary “pedagogical strategy”. In addition to their skewed view of the strategy, high school ESL teachers are torn between teaching the required curriculum for graduation requirements and taking time to read to their students in an effort to better help them understand the language they’ve been emerged into.

 

How can I pursue this useful strategy as a future high school ESL teacher?

 

Well, Alejandra advises an attitude change:

“It is time to recognize that our role as language teachers is not only to teach linguistic competency in the second language, but to help ELL’s acquire reading comprehension skills that will be valuable for them in their future academic endeavors. “

 

I’m beginning to sense a theme here: answer the question,

 “Why do I have to learn this?”

 

When it comes to teaching, especially ELL’s, students need a purpose, a drive, to motivate them to learn. The traditional mommy answer of, “Because I said so”, simply won’t cut it with these students. They are hungry for knowledge that will allow them to socialize and function with accuracy enough to fit into their new surroundings.

 

They need to read, they need to write, they need to talk, and they need to live. I have to supply their oxygen to feat the adventure of language learning.

 

Read-alouds helpful in high school esl classes

By: Alejandra Varela

http://web.ebscohost.com/ehost/pdf?vid=2&hid=120&sid=6865b1a9-3170-4b75-b22c-a799c108b8d9%40sessionmgr104

 

Service Learning: A MUST-HAVE ESL Technique

First, I feel I should define service learning—as even I was unaware of this technique. Service learning “refers to a teaching method that seeks to enrich learning by “engaging students in meaningful service to their schools and communities” which Natalie found “link the task to self-reflection, self-discovery” (1).

Basically, Natalie gave her students the opportunity to teach themselves while helping the community. At the beginning of the school year she asked her students what they would like to do to help their small Nebraska town. Their answer: make a English/Spanish Phrasebook. (Context note: their town had many immigrant workers and the city had socially divided itself in two: English Speaking and Spanish Speaking. Although the town sold translating dictionaries, there were not phrasebooks).

Natalie then let her students divide themselves into groups according to the tasks they felt they needed to complete to accomplish their mission. The class decided that they would need things like: printing press donations and questionnaires for the city to determine which phrases would be included in the book. Finally, they asked peer Spanish and English classes to help revising and editing their phrase book before it was printed.

Her assignment self-motivated the class to find solutions for every issue that came about; meanwhile, Natalie stood on the side lines coaching for her ESL team to learn from their project: and they DID!

While the groups questioned city folk and begged for donations, they were gently pushed into the real world where they were required to survive on the little English they knew. This forced the students out of their comfort zone; however, it also pushed the city out of their comfort zone and also created a link that would come to bridge the two sides of town forever.

The students were so inspired that they asked for additional course material to ensure that they were doing the best job possible for their city. As a result, the students defeated their task at hand and many continued on to begin new community service projects, such as recycling programs.

BOTTOM LINE: Service Learning WORKS!

 

Just take a look at all the progress/results Natalie recorded from her first year using service learning:

 

1. Connected ESL students to community

2. Connected ESL students to other students

3. “Reinforcing the students’ language skills in real-world settings

4. “Developed leadership and problem-solving skills”

5. “Skills in listening, research, building relationships

and communicating diplomatically”

1. “Began to take an active role in their education” in other classes

 

Wow! I know, personally, I have never experienced any school project that helped me accomplish half that much. Plus—these kids ENJOYED every minute of their project!

I think this is an absolute must have when it comes to teaching any subject, but especially ESL! I’m extremely excited to make some sample lesson plans to further flirt with the whole new concept!

So, what’s so different from Natalie’s project to book work? She says, “it enables them to address problems they care about outside of the classroom. It provides answers to the question “Why do we have to learn this?”

 

I feel as though I’ve found the simple answer that was there all along:

 

 

I just have to answer: “Why do we have to learn this?”

                             (That shouldn’t be too hard, right?!)

Lol. Well, it looks like I have my work cut out for me, but I definitely have a better road map than I did yesterday. Thank you, Natalie M. Russel. In your little town of Omaha, Nebraska, you have dramatically inspired a teacher—soon to-be teacher that is!

 

“Teaching More Than English: Connecting ESL Students to Their Community Through Service Learning”. By: Natalie M. Russel.

http://web.ebscohost.com/ehost/pdf?vid=2&hid=104&sid=f9f582c9-0354-4d50-8dfd-6c61d26bd4e9%40sessionmgr107