I interviewed Angela Criswell, an ESL specialist at Horn elementary
in Alief. Her school has a very large English language learner population. She explained
that her school has two ESL specialists as well as other support staff like two
ESL paras to help with pull-outs when the students enter second grade and begin
their transition to classes without Spanish content. This school is culturally
sensitive, providing programs that promote biculturalism and biliteracy by
valuing the students first language (Wright, 2015, p. 114). According to Angela
these programs include duel language and bilingual education. I failed to ask
what type of bilingual education program the school offers but based on the
interview a timeline of two years and that certain subjects were taught in the
home language and others not, I would say that it is a transitional bilingual
education program. Unfortunately, according to Wright (2015) this type of
bilingual program still focuses on assimilation because they move quickly, and
the ultimate societal goal is to have students learn English, not to develop
both languages (p. 97-98). I like that the school has a duel language program. The
students are able to receive instruction in both English and their first
language, but most importantly these students are able to learn and interact
with each other as they both become familiar with their second languages
building upon schema. I think that the 90/10 model would be helpful for
students, where most of the instruction is in the first language and only a
small percentage is in English. This gradually balances to a 50/50 model as the
student moves through the up through the grades (Wright, 2015, p. 100-101).
I definitely agree with you regarding allowing students to develop both languages is a necessity. In doing so the student still remains connected to their culture and language while learning a new one. The United States is a melting pot of beautiful cultures, history and languages and no one should feel that they have to abandon the essence of who they are. When schools implement the pluralist discourses through looking at the students’ culture and language as a resource, it helps develop the English language learner proficiency and literacy in both languages (Wright, 2015, p. 3). In my opinion this is a better way of teaching English language learners and showing fellow students that being who you are is something to be proud of.
Wright, W.E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, Publishing. Second Edition.
Yes! I think it is so important for students to feel comfortable and proud of who they are and where they come from. Educators need to foster this by creating a classroom culture that celebrates differences rather than seeing them as an issue to overcome.
Celebrating students individuality, culture, history and language is definitely essential in the classroom but also for the students overall development. I believe that today classrooms, teachers and school administration focus so much on testing that they lose not only the student but the true purpose of educating. The text book does point out that the purpose for ESL instruction is to help ELL’s develop their proficiency in English through mastering listening, speaking, reading and writing (Wright, 2015, p. 90). This will allow them to be effective in the English language and be able to use it appropriately (Wright, 2015, p. 90). As teachers we have to learn how to merge what the state wants with what our students need; and become the teachers that will help the students advance academically and personally.
Wright, W.E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, Publishing. Second Edition.
Jauclene, thank you for sharing this interview as it helped me understand the Alief system more in regards their bilingual program. I think it is great that they offer some subjects in the student’s home language to help the transition. According to Wright (2015), “These programs offer students, particularly young children an opportunity to develop literacy skills and academic content in their home language while they are developing proficiency in English is much more humane than simply throwing them into an English-only classroom where they may become frustrate and discouraged (p. 98).” Although research has showed that different types of bilingual and English medium programs are more effective, Transitional Bilingual Education Programs are still used the most because they receive the greatest amount of federal support under the Bilingual Education Act (Wright, 2015, p. 98). How do you think this could be changed to better our student’s learning experience?
I think that in order for change to happen, and for more bilingual and bicultural programs to be implemented within our school districts it becomes a political Issue. More people need to be aware of what bilingual education is and the benefits of those program models. If more people are aware then they can elect Individuals to the school board who support bilingual models.
Thank you for sharing such an excellent interview. I think that Mrs. Criswell gave great insight into how ELL students are taught and some of the challenges that they face. In particular, Mrs. Criswell mentioned that one challenge that ELL students face is when transitioning into an English classroom from a TBE program. According to Wright (2015, p.97) TBE programs reflect an assumption that ELLs can become proficient in English in 2 to 3 years and thus be ready for an all- English instruction mainstream classroom. I learned a lot from your interview with Mrs. Criswell. Thank you for sharing!
I agree, it must be difficult for those students to transition to an all English instruction classroom. It is unfair to provide instruction and supports in both languages that validate the students home language and culture, and then move them to a classroom that does not give value to the home language and culture.
Hi Jauclene. I enjoy your interview with Mrs. Criswell. Both dual language and bilingual program has their pros and cons, but in some cases, they can be inconsistent based on how ELLs are labeled both in literature and in practice. In order determine which programs the ELLs are more likely to be part in, we have to see: 1. Who are the target populations? 2. What are the goals of the program? 3. How is the program structured? 4. What does the research say about the effectiveness of the program? (Wright, 2010, pg. 89).
Wright, W. E. (2015). Foundations for teaching English language learners: research, theory, policy, and practice (2nd ed.). Philadelphia, PA: Caslon.
Yes, there are several factors that contribute to who and which ELL programs will be the best fit. I think that in Texas, especially in the south and southwest, we have a large population of Spanish speakers. It only makes sense to offer more bilingual model programs for students so that they may hold in to their home language and appreciate their culture as well.
Thanks for the reply Jauclene. I do agree that bilingual model programs for students are more beneficial both to their home language and their English language skills. It's a way of having them appreciate two different cultures and being able to adapt to the positive learning environment. But not all schools have a bilingual programs or dual language programs. What are your other thoughts for other language programs?
I definitely agree with you regarding allowing students to develop both languages is a necessity. In doing so the student still remains connected to their culture and language while learning a new one. The United States is a melting pot of beautiful cultures, history and languages and no one should feel that they have to abandon the essence of who they are. When schools implement the pluralist discourses through looking at the students’ culture and language as a resource, it helps develop the English language learner proficiency and literacy in both languages (Wright, 2015, p. 3). In my opinion this is a better way of teaching English language learners and showing fellow students that being who you are is something to be proud of.
ReplyDeleteWright, W.E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, Publishing. Second Edition.
Yes! I think it is so important for students to feel comfortable and proud of who they are and where they come from. Educators need to foster this by creating a classroom culture that celebrates differences rather than seeing them as an issue to overcome.
DeleteHi Jaucelene
DeleteCelebrating students individuality, culture, history and language is definitely essential in the classroom but also for the students overall development. I believe that today classrooms, teachers and school administration focus so much on testing that they lose not only the student but the true purpose of educating. The text book does point out that the purpose for ESL instruction is to help ELL’s develop their proficiency in English through mastering listening, speaking, reading and writing (Wright, 2015, p. 90). This will allow them to be effective in the English language and be able to use it appropriately (Wright, 2015, p. 90). As teachers we have to learn how to merge what the state wants with what our students need; and become the teachers that will help the students advance academically and personally.
Wright, W.E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, Publishing. Second Edition.
Jauclene, thank you for sharing this interview as it helped me understand the Alief system more in regards their bilingual program. I think it is great that they offer some subjects in the student’s home language to help the transition. According to Wright (2015), “These programs offer students, particularly young children an opportunity to develop literacy skills and academic content in their home language while they are developing proficiency in English is much more humane than simply throwing them into an English-only classroom where they may become frustrate and discouraged (p. 98).” Although research has showed that different types of bilingual and English medium programs are more effective, Transitional Bilingual Education Programs are still used the most because they receive the greatest amount of federal support under the Bilingual Education Act (Wright, 2015, p. 98). How do you think this could be changed to better our student’s learning experience?
ReplyDeleteI think that in order for change to happen, and for more bilingual and bicultural programs to be implemented within our school districts it becomes a political Issue. More people need to be aware of what bilingual education is and the benefits of those program models. If more people are aware then they can elect Individuals to the school board who support bilingual models.
DeleteHello Jauclene,
ReplyDeleteThank you for sharing such an excellent interview. I think that Mrs. Criswell gave great insight into how ELL students are taught and some of the challenges that they face. In particular, Mrs. Criswell mentioned that one challenge that ELL students face is when transitioning into an English classroom from a TBE program. According to Wright (2015, p.97) TBE programs reflect an assumption that ELLs can become proficient in English in 2 to 3 years and thus be ready for an all- English instruction mainstream classroom. I learned a lot from your interview with Mrs. Criswell. Thank you for sharing!
I agree, it must be difficult for those students to transition to an all English instruction classroom. It is unfair to provide instruction and supports in both languages that validate the students home language and culture, and then move them to a classroom that does not give value to the home language and culture.
DeleteHi Jauclene. I enjoy your interview with Mrs. Criswell. Both dual language and bilingual program has their pros and cons, but in some cases, they can be inconsistent based on how ELLs are labeled both in literature and in practice. In order determine which programs the ELLs are more likely to be part in, we have to see:
ReplyDelete1. Who are the target populations?
2. What are the goals of the program?
3. How is the program structured?
4. What does the research say about the effectiveness of the program? (Wright, 2010, pg. 89).
Wright, W. E. (2015). Foundations for teaching English language learners: research, theory, policy, and practice (2nd ed.). Philadelphia, PA: Caslon.
Yes, there are several factors that contribute to who and which ELL programs will be the best fit. I think that in Texas, especially in the south and southwest, we have a large population of Spanish speakers. It only makes sense to offer more bilingual model programs for students so that they may hold in to their home language and appreciate their culture as well.
DeleteThanks for the reply Jauclene. I do agree that bilingual model programs for students are more beneficial both to their home language and their English language skills. It's a way of having them appreciate two different cultures and being able to adapt to the positive learning environment. But not all schools have a bilingual programs or dual language programs. What are your other thoughts for other language programs?
Delete