Wednesday, October 17, 2018

Entry 3: Interview with an ELL Teacher

According to Wright (2015), the program Mr. Hernandez describes seems to be an In-Class English Second Language Instruction model. Wright (2015) claims that students in middle grades typically have one or two course periods of ESL which must be taught by a certified ESL instructor. This aligns to the program Mr. Hernandez described at his school. Since Mr. Hernandez mentions that a majority of his students are Hispanic and he is able to translate to in Spanish for them when needed, I can see why it is ideal for him to implement this method of ESL instruction in his classroom. For his Vietnamese student, it may be a little more challenging to follow along, but he still has accommodations in place within the content area classroom to support his learning and understanding of both the content and the English language. I recall stories shared in my peer's interviews with English language learners who learned English in the public school system. Those who spoke less common languages, like Mr. Hernandez's Vietnamese student, were not always able to have a translator or an aid who spoke their native language.

Mr. Hernandez goes on to mention that high stakes testing can inaccurately measure students knowledge and skills of mathematical content since there are language and vocabulary gaps among ELLs and native English language speakers. Wright (2015, p. 125) mentions that tests can be "unreliable measuring instruments because test scores can be affected by a wide variety of factors that have nothing to do with what the test is attempting to measure." Although Mr. Hernandez mentions that content area high stakes testing can be unreliable in measuring students' skills, he claims that high stakes tests like the TELPAS actually motivate students to learn English and move into English only classes.
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7 comments:

  1. Melissa BarbozaOctober 19, 2018 at 7:38 PM

    Hi Angel! It is unfortunate that ELL’s are put at a disadvantage when it comes to high stakes testing. As you mentioned tests can be unreliable measuring instruments because there are many factors that can play a role and affect how a student performs especially ELL’s. It is crucial that these tests avoid linguistic bias. Since ELL’s are not familiar with content vocabulary it is easy to say that they would struggle with high stakes test because they are not used to the complex linguistics of test questions. According to Wright (2015) some test questions can exhibit “linguistic bias that is inherent in tests administered to students who are not yet proficient in the language of the test” (pg. 127). It would be more beneficial and provide more reliable test scores if test questions were worded in a manner that is sensitive to ELL’s. They should be given a fair chance at their test, and their lack of proficiency in English should not hinder their ability to do well on a test due to the wording of questions. In order to have more valid and reliable test results, ensuring that ELL's receive proper high stakes testing free of bias is an essential component in their success.

    Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015, Print. Second Edition

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    1. UnknownOctober 31, 2018 at 8:21 PM

      Hi Melissa,
      I agree, it is definitely not fair for ELLs to be at a disadvantage because of language barriers when it comes to high stakes testing. In an average math class, students often take tests to show what they have learned including high stakes tests. Wright (2015) mentions that "understanding of key words is necessary to solve problems on a math test." Wright goes on to demonstrate the difference in complexity of sentences given on teacher made worksheets as compared to those given on math tests. Wright (2015, p. 127) states that "test questions were much more linguistically complex and would pose a significant challenge to newly arrived ELLs-- even for those who are really good at math."

      High stakes is often a high focus in core content area classrooms like Mr. Hernandez's. Although educators can modify the content they create to accommodate to ELLs, standardized tests are not as easily modified.

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  2. marinaOctober 24, 2018 at 11:50 AM

    Hey there Angel!
    I have noticed the repeating pattern a lot of us are noticing with high- stakes exams. The teacher I interviewed as well knows that ELL's will always be at a disadvantage.

    I have noticed though that these problems can be targeted and worked with from the start. For example, according to Wright (2015, p. 127.), the wording on state exams is much lengthier and more complex than the daily worksheets that students work with in class. I think from the very beginning teachers know that ELL's struggle because of these reasons and they should aim to perhaps better their questioning methods. I am sure a mistake is easier to correct and more beneficial in the long run to learn from the errors made.

    Wright, Wayne. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice (2nd ed.). Philadelphia, PA: Caslon.

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    1. UnknownOctober 31, 2018 at 8:34 PM

      Hello Marina,
      I agree your comment. It may in fact be beneficial to provide ELLs with opportunities to attempt complex word problems before seeing them on the a test. Students can learn from their mistakes and practice reading and interpreting more complex sentences with guide feedback. Although some states offer accommodations such as linguistic simplification of tests, "it is difficult to create such tests that still cover the same construct as the original versions" (Wright, 2015, p. 130). Material should remain challenging, yet accurately measure student knowledge and skills aside from language barriers.

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  3. Almira BhojwaniOctober 24, 2018 at 7:15 PM

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  4. Almira BhojwaniOctober 24, 2018 at 7:45 PM

    Hi Angel! I with Mr.Hernandez when he talks about high stakes testing. ELL students may not always understand what the test is asking for. I also heard how he mentioned some ELL students having modifications. I have seen this myself while student teaching. My 5th grade students were allowed to use Spanish-English dictionaries on the STAAR test. These students were also given extra time. Mr. Hernandez also mentioned how high-stakes tests would be easier for ELL students if they were given in their native language. Wright (2015) mentions “ ELLs’ lack of proficiency in English means that academic tests given in English cannot provide a fair and accurate measure of the students’ true academic ability” (p.148). Tests like the STAAR test are not an accurate representation of an ELL students knowledge.

    Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015, Print. Second Edition

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    1. UnknownOctober 31, 2018 at 8:41 PM

      Hi Almira,
      I too agree on this perspective of high stakes testing and its effects on ELLs. All students should be given equal opportunities to show what they know. Although accommodations may help some students,Wright (2015, p. 130) mentions that "not all accommodations are appropriate for all students." Wright gives the example that a bilingual dictionary given to an ELL may not always be helpful since it is possible the student can not read in their native language (2015, p.130). ELLs need accommodations to be focused on their "specific background and needs" to be beneficial (Wright, 2015).

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Entry 4: Reflection

This class has impacted my teaching philosophy in several ways. As an aspiring Math teacher, I tend to focus on inspiring students to love ...