Research on English Language Learners suggests that it takes five to seven years for second language learners who have received some schooling in their first language to compete with native English speakers, and that students who have had little or no instruction in their first language may take as long as seven to ten years to achieve on par with their native English –speaking peers. What implications should such findings have on your instructional practice? (adapted from Richard-Amato & Snow, 2005, p. 86)
I’ll focus the response to this prompt on grading.
This quarter, I’ve set my Language Arts students up with blogs, through which they’re able to respond to prompts related to our current reading or curriculum. In grading the kids, I comment on their thoughts in the blogs and then give them their score via a simple rubric (Length: __/5, Conventions: __/5, and Content: __/5). The kids are required to read each other’s blogs and comment on at least two others’. Inevitably, this means that they read my comments and grades. This has driven me to be as fair as possible in grading them, since there’s absolute transparency. However, one bright young gentleman still found cause for complaint and sent me a message that read (in part):
I don't agree with your grading methods. I have read other blogs that have gotten perfect grades when they have had less content, even shorter lengths, and more terrible conventions (if I understand correctly what conventions mean) than my own blog.
My response to him is how I would respond more generally to this week’s Leadership Class prompt. I wrote (in part):
I don’t grade you against each other as much as I grade you against yourself; your last blog was about an “11″ from Theo, because– as I’ve told you before– I know what you can do and that WASN’T your best. Would you disagree?
Many of you are at many different skill levels; if I graded you the same way I graded a freshman that was still learning English, you wouldn’t ever improve. You would never get grades that indicated you had more to learn– and we ALL have more to learn.
One advantage of the year-long internship that the ARC program provides, is that it gives us plenty of time to get to know our students. I have been able to well acquaint myself with my students’ writing and am able to gauge with fair accuracy if my kids are writing to their full potential. Regarding my English Language Learners, I feel like I’m able to discern whether or not they’re picking up the organizational tools of writing and whether or not they’re improving, even through their hesitant English. The faulty grammar and spelling doesn’t concern me as much; I know that that will improve as their English improves. I’m concerned more with the evidence of their learning, based on what we’re teaching in class. I ask the ELL kids to turn in first drafts of essays to my mentor or me so that we can give them a good “cleaning” before they write their final drafts; beyond that though, I grade the ELLs the same way I do my other students: are they picking up the writing techniques we’re teaching them (organizational structures, etc.) and are they performing to their full potential?
If the answer to both of those questions is yes, the kids will do well, and many of them have.
Showing posts with label ELL. Show all posts
Showing posts with label ELL. Show all posts
Monday, April 27, 2009
Henry's Class: Week of 4/22
Based on your internship experience, what factors seem to affect the academic success of immigrant students and English Language Learners in your school? How have you been taking these factors into consideration in your instructional practice? (adapted from Richard-Amato & Snow, 2005, p. 7)
Confidence is a big factor here, I think. One ELL student failed the entire first quarter because, I think, he didn’t feel he could do any of the work. And perhaps, at that point, his English was not yet developed enough for him to adequately participate in the assignment work. In hind-sight, I think I should have tried to address his language needs with accommodations; however, at that point it was early enough in my internship that I unfortunately hadn’t yet developed the know-how or initiative to take aside a student like this one and create a modified program.
This second semester, however, this kid has taken off. He’s been diligent about getting his homework done, which—even though it’s rarely perfect—that gets him consistent credit, AND necessary writing practice. The biggest change I’ve seen, however, is in his attitude: he seems to come in with determination now. Though it may be difficult, he WILL get it done. I also think he’s become more comfortable with asking for questions or help, which means I’m better able to assist him.
Some of my other ELLs seem to be comfortable enough with the other kids and the classroom setting that they’re willing participants in classroom assignments, with the exception that many of them are reluctant to speak in front of the class.
To help boost this confidence level, I try to be as encouraging as possible. I smile at them, welcome them to class, and do everything possible to show interest in and validation for their native culture. This last week, we had our kids do presentations on Africa as part of our Things Fall Apart unit; the ELL students that I have from Africa did their own presentations, talking about their childhood. They were given extra credit for doing a Powerpoint by themselves, and for the most part, it seemed to be an effective way of not only validating the kids’ cultures, but of educating the other students about different cultures and ways of life. I try to let them know that our classroom is a safe environment for them, and that they have every reason to feel confident in making scholastic endeavors.
Confidence is a big factor here, I think. One ELL student failed the entire first quarter because, I think, he didn’t feel he could do any of the work. And perhaps, at that point, his English was not yet developed enough for him to adequately participate in the assignment work. In hind-sight, I think I should have tried to address his language needs with accommodations; however, at that point it was early enough in my internship that I unfortunately hadn’t yet developed the know-how or initiative to take aside a student like this one and create a modified program.
This second semester, however, this kid has taken off. He’s been diligent about getting his homework done, which—even though it’s rarely perfect—that gets him consistent credit, AND necessary writing practice. The biggest change I’ve seen, however, is in his attitude: he seems to come in with determination now. Though it may be difficult, he WILL get it done. I also think he’s become more comfortable with asking for questions or help, which means I’m better able to assist him.
Some of my other ELLs seem to be comfortable enough with the other kids and the classroom setting that they’re willing participants in classroom assignments, with the exception that many of them are reluctant to speak in front of the class.
To help boost this confidence level, I try to be as encouraging as possible. I smile at them, welcome them to class, and do everything possible to show interest in and validation for their native culture. This last week, we had our kids do presentations on Africa as part of our Things Fall Apart unit; the ELL students that I have from Africa did their own presentations, talking about their childhood. They were given extra credit for doing a Powerpoint by themselves, and for the most part, it seemed to be an effective way of not only validating the kids’ cultures, but of educating the other students about different cultures and ways of life. I try to let them know that our classroom is a safe environment for them, and that they have every reason to feel confident in making scholastic endeavors.
Henry's Class: Week of 4/14
Consider the English Language Learners you have in your classes or school. How would you describe the “academic English” they need to know in order to achieve successfully in your classes? How does this differ from the students’ social usage of English in school? (adapted from Richard-Amato & Snow, 2005, p.47)
The biggest difference I notice here, I think, is in grammar and spelling. Even native English speakers can communicate with each other in mangled or abbreviated terms (the reader may certainly infer a negative bias here; seeing student assignments turned in with phrases like “u no i never got 2 far in the book” drives me bonkers), and unfortunately, this kind of communication doesn’t always provide the most help to their ELL friends. One ELL student, I’ve noticed, typically writes the word “gone” instead of “going to.” As in, “The main character always acts like he gone to be mean to his best friend.” I’ve realized that he probably hears the spoken “gonna” in social conversations, which sounds similar to “gone,” thus leading him to this occasional mistaken term in his papers.
Social communication then, is typically far more forgiving-- and less strict-- than “academic English.” However, just as my native English speaking students need to break out of their texting and Myspacing habits to capitalizing the letter “i” or spell out “you,” ELL students will gradually need to accustom themselves to the academic expectations of spelling and grammar. The difference between an ELL student and a student who has grown up speaking English however, is that the formers’ mistakes are usually made innocently—as in the aforementioned example of “gone” versus “going to,” whereas the latter (“u no”) usually will be aware that they’re making errors. In both cases, it’s my job as the teacher to correct, and encourage students to use the amended terms in their next writing attempt.
The biggest difference I notice here, I think, is in grammar and spelling. Even native English speakers can communicate with each other in mangled or abbreviated terms (the reader may certainly infer a negative bias here; seeing student assignments turned in with phrases like “u no i never got 2 far in the book” drives me bonkers), and unfortunately, this kind of communication doesn’t always provide the most help to their ELL friends. One ELL student, I’ve noticed, typically writes the word “gone” instead of “going to.” As in, “The main character always acts like he gone to be mean to his best friend.” I’ve realized that he probably hears the spoken “gonna” in social conversations, which sounds similar to “gone,” thus leading him to this occasional mistaken term in his papers.
Social communication then, is typically far more forgiving-- and less strict-- than “academic English.” However, just as my native English speaking students need to break out of their texting and Myspacing habits to capitalizing the letter “i” or spell out “you,” ELL students will gradually need to accustom themselves to the academic expectations of spelling and grammar. The difference between an ELL student and a student who has grown up speaking English however, is that the formers’ mistakes are usually made innocently—as in the aforementioned example of “gone” versus “going to,” whereas the latter (“u no”) usually will be aware that they’re making errors. In both cases, it’s my job as the teacher to correct, and encourage students to use the amended terms in their next writing attempt.
Wednesday, April 15, 2009
Blogs Come Together as Things Fall Apart (Henry's Class, Week 1)
The newest unit is structured around blogging: the kids have started reading Things Fall Apart by Chinua Achebe, and-- instead of writing responses via a reading journal or a study guide-- the kids are blogging.
It took hours and hours to get the blogs set up, since each one had to be done individually. But the rewards are already apparent: the kids have TAKEN OFF with these blogs!
What is it about the novelty of technology that entices them so? Students who haven't turned a scrap of paper in all year are writing insightful, creative, articulate blogs! The first assignment was to respond in some way-- be it poem, short story, analysis, or by elaborating further on an image-- to William Butler Yeats' poem "The Second Coming," from which verses, Achebe took his title. It's not an easy poem-- yet still, many of the kids who have balked at every assignment we've given them ended up writing a post, elaborating on their thoughts!
Needless to say, I am THRILLED.
AND, I required that they comment on one another's blogs-- and I've been blown away by how sweet they are to each other! They're encouraging, and kind, and bring up other points that the blog made them think about... I got the warm-fuzzies all weekend long, reading over them.
One of my primary goals as an English teacher is to instill a love for writing in my students; this blog project makes me think that we're beginning to inch towards that goal! Many kids are now posting other poems, or thoughts, or entries on their blogs. One of my new favorites was just posted today, by a ninth grade boy. It begins:
I sincerely hate the human tendency to get too scared to ask another person the simple question, “Hey, you wanna go out sometime?”
How do you not love that?
The blog project has been on my mind while reading over our assigned text for the week, from our Teaching English Language Learners book. Many of the examples of first or second-year teachers resonated with me: full of enthusiasm and a desire to teacher all students effectively, but also, not as familiar with students, families, or traditional methods of practice. We have several ELL kids in our classes, most of whom are immigrants from Africa. When writing papers, we ask these kids to turn in a first draft to my mentor teacher or myself, so that we can give them a good going over before the kids start their final drafts. In helping these kids go over their papers with a fine tooth comb, we give them the added assistance they need.
Of course, with blogs, the kids simply write to the best of their abilities, and then publish. However, what's been cool about starting this unit with Things Fall Apart, is that the other students are so quick to HONOR, and affirm the ELL students' African backgrounds. We're learning about Africa, and so these kids value the ELL students' contributions and insights. For a Powerpoint project that we're currently working on, which for most students has entailed researching Nigeria, the Igbo people, and themes of the novel, I had the ELL students create a Powerpoint that simply explained their experience. Through doing this, I hope to further affirm these students' contributions and experiences-- what a wealth of knowledge they have to provide our classes about life in Africa! Our book has spoken of the importance of validating ELL students, encouraging them, and including them as a valued part of the classroom. I hope that the efforts I've made are communicating that!
It took hours and hours to get the blogs set up, since each one had to be done individually. But the rewards are already apparent: the kids have TAKEN OFF with these blogs!
What is it about the novelty of technology that entices them so? Students who haven't turned a scrap of paper in all year are writing insightful, creative, articulate blogs! The first assignment was to respond in some way-- be it poem, short story, analysis, or by elaborating further on an image-- to William Butler Yeats' poem "The Second Coming," from which verses, Achebe took his title. It's not an easy poem-- yet still, many of the kids who have balked at every assignment we've given them ended up writing a post, elaborating on their thoughts!
Needless to say, I am THRILLED.
AND, I required that they comment on one another's blogs-- and I've been blown away by how sweet they are to each other! They're encouraging, and kind, and bring up other points that the blog made them think about... I got the warm-fuzzies all weekend long, reading over them.
One of my primary goals as an English teacher is to instill a love for writing in my students; this blog project makes me think that we're beginning to inch towards that goal! Many kids are now posting other poems, or thoughts, or entries on their blogs. One of my new favorites was just posted today, by a ninth grade boy. It begins:
I sincerely hate the human tendency to get too scared to ask another person the simple question, “Hey, you wanna go out sometime?”
How do you not love that?
The blog project has been on my mind while reading over our assigned text for the week, from our Teaching English Language Learners book. Many of the examples of first or second-year teachers resonated with me: full of enthusiasm and a desire to teacher all students effectively, but also, not as familiar with students, families, or traditional methods of practice. We have several ELL kids in our classes, most of whom are immigrants from Africa. When writing papers, we ask these kids to turn in a first draft to my mentor teacher or myself, so that we can give them a good going over before the kids start their final drafts. In helping these kids go over their papers with a fine tooth comb, we give them the added assistance they need.
Of course, with blogs, the kids simply write to the best of their abilities, and then publish. However, what's been cool about starting this unit with Things Fall Apart, is that the other students are so quick to HONOR, and affirm the ELL students' African backgrounds. We're learning about Africa, and so these kids value the ELL students' contributions and insights. For a Powerpoint project that we're currently working on, which for most students has entailed researching Nigeria, the Igbo people, and themes of the novel, I had the ELL students create a Powerpoint that simply explained their experience. Through doing this, I hope to further affirm these students' contributions and experiences-- what a wealth of knowledge they have to provide our classes about life in Africa! Our book has spoken of the importance of validating ELL students, encouraging them, and including them as a valued part of the classroom. I hope that the efforts I've made are communicating that!
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