Welcome to my second Vblog Entry!
After interviewing Priscilla about her experience learning English in the public school system as a child, I found several connections between what she discusses about her experience and what scholars mention. When Priscilla was asked about her teacher, peers and the activities used to support her in learning English, she mentioned that she mentioned that her teacher was not able to provide full translations, but used pictures to help Priscilla learn English. From Priscilla's description, it sounds like she was placed in a submersion classroom where she had to try her best to remember and understand words in English. She also mentions that some students were pulled out of her class, but she was not. Wright (2015) mentions that many different ESL programs can be present within a school campus. Wright (2015, p. 107) mentions that at some schools where pull-out ESL instruction was offered, some ESL students simply did not receive pull-out instruction. Wright (2015) goes on to discuss how if students do not understand what is being taught in their mainstream class, pull out instruction could have been beneficial for them, yet was not provided. Priscilla mentions that although she did not understand what was being taught some of the time, she had to try her best to remember what words meant. In Priscilla's case, pull-out instruction may have been beneficial according to Wright (2015).
I also would like to discuss the tension Priscilla describes when it comes to high stakes testing. She mentioned that her teachers seemed so focused on the test scores, that they were not actually able to provide the individual support that English language learners need to succeed. Wright (2015, p.136) mentions that one of the harmful effects high stakes testing can have on ESL students, teachers and entire classrooms is that they create a stressful school environment focused on testing which leads to test anxiety for students. Wright (2015) goes on to mention that low performance on high stakes test can lead to lowered self-confidence in ESL students, as well as frustrated and demoralized teachers. What Priscilla described in our interview directly aligns with what scholars have proved through research about anxiety that can be caused, both for the students and the teachers, by high stakes testing.
Hello Ms. Foster,
ReplyDeleteThank you for sharing Priscilla’s background and experiences with her label as an ELL student. After hearing her struggles and desire to be part of the pull out group, it appears she was part of sheltered instruction. According to Wright, sheltered instruction provides content area instruction in English while still comprehensible to ELL’s (Wright, Echevarria &Graves, 2015, 2011, p.92). Priscilla experienced techniques that followed the Sheltered Instruction Observation Protocol (SIOP) (Wright, 2015, p.92). Although her teacher would use SIOP techniques in modifying lesson delivery, interaction, and practices and application, it appeared that the constant pressure for growth would deter her instructor from perusing one-on-one assistance for Priscilla. The constant pressure for Adequate Yearly Progress (AYP), seems to place ELL’s to the side as there may be one or two ELL students in the classroom while the entire class is mainstream, hence focusing on the larger percentage to grow (Wright, 2015, p.75). AYP seems to affect many populations in the education field, thus later causing a major focus on high stakes testing for funding (https://www2.ed.gov/policy/elsec/guid/standardsassessment/guidance_pg5.html). This is unfortunate as federal funding is placed first rather than truly focusing on the learning experience of the students.
Works Cited
Wright, W. E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice (Second ed.). Philadelphia, PA: Caslon. Retrieved August 26, 2018
Hello Mayte,
DeleteThank you for sharing your input on Pricilla's ESL instruction. I agree, Priscilla may have been placed in a sheltered instruction model rather than a submersion model. After carefully reviewing the differences between a mainstream classroom and a sheltered instruction classroom, it is clear that Priscilla did receive some support within her content area classroom even though she was not part of the pull out group. I also agree with what you mentioned about AYP taking away from Priscilla's instructor's time to support Priscilla. Wright (2015, p. 93) mentions that state standards known as ELP/ELD standards can help teachers differentiate their content-area instruction with objectives that are appropriate to the students' levels of English. I wonder if teachers are able to focus on meeting ELP standards when their is so much stress on high stakes testing and AYP.
Hello Angel,
DeleteThank you for your reply. I also wonder about the difficulties and stressors of meeting academic yearly progress and ELPS standards. Out of personal experience, I have been covering another teacher’s classroom this week and first period is a split population of mainstream and ELL. This has been a rough week as the instructor is ESL certified but I and the other substitute are not. Although I may speak Spanish, the mathematical terminology is difficult to translate and the strategies to address both the mainstream and ELL students is time consuming. As I introduce content, I have to address it first in English then in Spanish as introductory content requires a direct teaching strategy. Hence, if I spend too much time covering content in both languages, I can get the content straight across, but I will not have enough time to assess understanding as practice activities are pushed aside. As Wright (2015) states, if the classroom teacher is not certified, then the sheltered class is not working properly and turns into a sink or swim situation. Throughout this whole week I have tried to prevent this but spend too much translating and not reaching the activities.
Works Cited
Wright, W. E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice (Second ed.). Philadelphia, PA: Caslon.
Hello Angel,
ReplyDeleteBased on your interview, it seems that some of the methods employed by Priscilla's school incorporated programs that have been proven to be obstacles for the majority of English Language Learners. Specifically, submersion methods which seemed to be employed to some large extent in schools such as hers. Unfortunately, the practice of schools doing so is "very common even though it is in violation of federal law." (Wright, 2015 pg. 111). However, Priscilla's fluency does show that she was resilient and was able to acquire the language. Perhaps other methods could have benefited her school better, however it ultimately comes down to the will of the student to learn the language.
Wright, W.E. (2015). Foundations for teaching English Language Learners: research, theory,
policy, and practice. (2nd ed.). Philadelphia, PA: Calson
Hi Lee, I definitely agree other methods would have helped Priscilla while she was learning English. She mentioned that other students were a part of the pull-out method. After watching the video, I wonder why Priscilla wasn't a part of this method. Wright (2015) mentions one of the benefits of the pull-out method is students feel more welcomed to be active and engaged in this classroom rather than the main classroom (page 107). This will give students the opportunity to have a voice during school hours, instead of just sitting in a classroom where they aren't able to participate. Also, this could slowly develop the students feeling more conformtable in the main classroom.
DeleteWright, W. E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice (Second ed.). Philadelphia, PA: Caslon.
Hello Lee,
DeleteAlthough I had first assumed Priscilla was submerged into a mainstream classroom, after reading more about the different ESL programs within schools, it appears that she may have been a part of a Sheltered Instruction program. She mentions that although some students were pulled out for ESL classes, her regular classroom teacher used specific strategies to support Priscilla with learning English. Wright (2015, p. 93) mentions that the sheltered instruction observation protocol (SIOP) model is becoming very popular, and school districts are encouraging their teachers and administrators to receive SIOP training to improve the way they deliver instruction to English language learners (ELLs) like Priscilla. However, Wright (2015, p. 93) goes on to mention that the combination of language objectives and content objectives does not eliminate the need for separate ESL instruction. In Priscilla's case, she was able to successfully learn English in her SIOP program, but this may not always be the case for all students.
Hello Angel. It is true that Sheltered Instruction programs are becoming popular and while Priscilla may have been a part of this, research is showing that other methods are becoming more sought after due to their success. Namely, methods such as Dual Language, Heritage Language, and Bilingual Immersion methods are becoming highly suggested due to their reputation for having students in said programs exceed grade expectations (Wright, 2015). it is unknown how popular these methods will become however.
DeleteWright, W. E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice (Second ed.). Philadelphia, PA: Caslon.
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ReplyDeleteHello April,
DeleteYou are correct, although other method may have been more welcoming for Priscilla, Wright (2015, p. 89) states that there is no one-size-fits-all program appropriate for all ELLs in all schools. Wright (2015, p. 90) goes on to mention that effective instructional programs for ELLs have three essential components which include ESL instruction, content area instruction, and primary language support. It is clear from Priscilla's interview that she did receive content area instruction as well as some ESL instruction and support which, altogether, was effective in helping Priscilla learn English.