Chapter 10 focused on ways of connecting to the culture of the English learner in order for greater learning to take place. One particular quote I found very helpful said, “Teacher’s who understand students’ cultures invite students to learn by welcoming them, making them feel that they belong, and presenting learning as a task at which they can succeed” (Diaz-Rico, pg. 281). As the chapter listed there are a variety of ways in which teachers can be culturally responsive, yet when teachers are not culturally responsive with all students, especially those learning English then the student will not feel welcome in the lesson or in the classroom community. Dr. Martha Harty writes, “Perhaps the most sensitive issue in the teaching of culture is our attitude toward the differences we encounter. Human beings have a strong tendency to believe that their own beliefs and ways of doing things are superior to others—just “common sense”—leading to negative judgments of anything different, such as labeling other cultures primitive or backward, or viewing them as idyllic” (http://www.heartwoodethics.org/2-teaching/teach-culture.asp). It would be completely unacceptable to verbally marginalize any student’s culture, but we are still marginalizing their culture when we mention nothing about it at all. If we do not recognize that there are other cultures in the classroom and if we do not honor diversity, then we are not welcoming students into the lesson. The sense of community will be fragmented in the classroom; the English learner will feel like an outsider with little chance for success. Celebrating and teaching culture within the classroom could be as simple as bringing in food, learning positive history about a person’s culture, talking about beliefs and customs, and asking the student personally what their experience is like in Mexico or any other country the student is from. Every student should feel valued and unique. By celebrating and teaching culture all students will have great self worth knowing that their teacher cares about who the student is and where they are from. Teaching culture will be a great learning experience for everyone in the classroom and will motivate student success in all areas.
Amanda Wright actually celebrates culture day in her class as she wrote in her blog. I was very impressed with this idea. Once a month she aligns her lesson plan to honor the diversity of cultures in her classroom. She chooses one culture per month. This does so much in helping students of different cultures feel welcome in the classroom. It also does not hold up one culture as being superior to all others. Once again this helps students not feel as though they are outsiders. With something like a culture day, students of different cultures feel as though their way of life is valued. Michelle Greco also was quite enthusiastic about using culture as a springboard to teach content lessons. She claimed that the learner first learns culture, patterns, values and behaviors. As we read in previous chapters, prior knowledge is really the way we make sense of what is taught. Some of the greatest influences on prior knowledge are what occur in culture. If we do not connect with culture in any or our lessons, the English learner often has no reference point and thus checks out of learning. Connecting to culture in teaching will always bring great results with English learnters.
Wednesday, March 9, 2011
Chapter 11
Chapter 11 focused on discourse in the classroom as a way of promoting English learning. One of the most commonly used methods of teaching in the classroom is the recitation pattern. In the classroom, “Typically, the pattern falls into three parts, called the IRE sequence. First, the teacher invites (I) an interaction by asking a question; a student responds R, and the teacher follows with evaluation (E)” (Diaz-Rico, pg. 301-302). The E or evaluation portion of the IRE sequence can also be defined as feedback. There is great debate whether the recitation pattern is the best way of bringing discourse into the classroom. The recitation pattern has been criticized by many including Ian Wilkinson who wrote, “A criticism of recitation and the IRE/IRF pattern of discourse is that they can restrict student talk in ways that are counter-productive to the collaborative construction of knowledge, understanding, and interpretation” (http://www.education.com/reference/article/discussion-methods/). I definitely see his point in that with the recitation method the teacher might be talking two thirds of the time while students get the other 1/3rd of the discussion. On the other hand when a teacher really wants to guide instruction to specific learning outcomes, the recitation model can work very well because the teacher is in complete control on where the discourse will go in the classroom. I feel with English learners the recitation model works best with students who are in a small group. In a small group students don’t get over looked because many times students who are quiet don’t get called on as much. The teacher can check for understanding using discourse and make sure all students get a chance to answer questions or respond to invitations. I also think that small group collaborations and pair share opportunities work best in allowing students to construct their knowledge and make discoveries on their own. There is a fine line between offering too much support, but a teacher who always keeps in mind that no matter the lesson, they must help English learners develop language skills, will learn from mistakes but keep moving forward in better English skills of students.
Lindsay Hughes also wrote about the amount of time the teacher spends time talking VS the amount of time the student spends talking in a lesson. Instructional conversation according to Lindsay should be done in a small group to maximize the learning of students. Since instructional conversation is done in a small group, the students get more opportunity to express ideas. This is important because the English learner needs more opportunity for English speaking than does the teacher. Instructional conversation also gives the English learner a better opportunity to construct his or her knowledge while having the support of the teacher. Michelle Greco wrote extensively about CALP or in other words how to give English learners the ability to be proficient in academic language. When students get to higher level thinking courses sometimes they do not have the language necessary to understand. This is really where the teacher must provide scaffolds in order to give the English language learner opportunities to learn in a more challenging academic environment. Once again whether employing small group collaboration or a whole group recitation model for teaching English learners, we must do everything within our power as teachers to keep discourse going with those learning English otherwise they will not develop the language skills necessary to succeed in challenging academic courses.
Lindsay Hughes also wrote about the amount of time the teacher spends time talking VS the amount of time the student spends talking in a lesson. Instructional conversation according to Lindsay should be done in a small group to maximize the learning of students. Since instructional conversation is done in a small group, the students get more opportunity to express ideas. This is important because the English learner needs more opportunity for English speaking than does the teacher. Instructional conversation also gives the English learner a better opportunity to construct his or her knowledge while having the support of the teacher. Michelle Greco wrote extensively about CALP or in other words how to give English learners the ability to be proficient in academic language. When students get to higher level thinking courses sometimes they do not have the language necessary to understand. This is really where the teacher must provide scaffolds in order to give the English language learner opportunities to learn in a more challenging academic environment. Once again whether employing small group collaboration or a whole group recitation model for teaching English learners, we must do everything within our power as teachers to keep discourse going with those learning English otherwise they will not develop the language skills necessary to succeed in challenging academic courses.
Chapter 12
Chapter 12 is all about educational programs that focus on dual language academic proficiency. For the most part, our country focuses on making all students proficient in English. English proficiency is what is required for High School graduation. Second-and Foreign-Language Immersion programs for majority-language students caught my attention in this chapter. “Second-language immersion, also called enrichment education, provides academic and language instruction in two languages” (Diaz-Rico, pg. 320). I believe this model would benefit at least Border States in our country where Spanish is so common. The Education of our children would also be so rich in that most other countries in the world focus on teaching 2 languages to their students if not more. The other danger for some English learners is that they become proficient in English, while almost becoming less fluent in reading, writing, and speaking in their first language. In speaking about second language immersion programs, “Second language skills: Immersion students by far outperform students in traditional foreign language classes. They are functionally proficient in the immersion language and are able to communicate according to their age and grade level” (http://www.edina.k12.mn.us/normandale/ourschool/frenchimm.html). It obviously would be a very hard road to convince many English speaking parents that their children will now be taught in Spanish at least for part of the day as opposed English. Our world is definitely getting smaller, and knowing a foreign language is so beneficial in terms of job opportunities for all. Many of our English learners have the skills needed to succeed in a global economy, especially when becoming fluent in both Spanish and English. I would not be surprised if one day in America we too adopt the method of second language immersion programs in order to keep with the rest of the world.
Amanda Wright claims to have already begun the process of teaching her lessons in two different languages and has seen great improvement in her students test scores. I guess the question is, does learning in a different language give students the ability to think more critically when their culture is preserved? I think the answer is undoubtedly yes because the student is now required to think critically about every word they hear. I am still a one language speaker but I am seriously considering trying to learn Spanish in our ever changing world so that I can serve students better. Lindsay Hughes also wrote about the dual language immersion programs that were in her district. These classes split their population in two in that English speakers and non native English speakers are in the same class. Instruction is delivered in both languages. This is a great model because it requires collaboration and also promotes unity among those who are not the same race. I honestly wish there were more dual language immersion programs in our districts because I feel that gaining and learning a new language is an invaluable skill which is why I admire our English learners so much.
Amanda Wright claims to have already begun the process of teaching her lessons in two different languages and has seen great improvement in her students test scores. I guess the question is, does learning in a different language give students the ability to think more critically when their culture is preserved? I think the answer is undoubtedly yes because the student is now required to think critically about every word they hear. I am still a one language speaker but I am seriously considering trying to learn Spanish in our ever changing world so that I can serve students better. Lindsay Hughes also wrote about the dual language immersion programs that were in her district. These classes split their population in two in that English speakers and non native English speakers are in the same class. Instruction is delivered in both languages. This is a great model because it requires collaboration and also promotes unity among those who are not the same race. I honestly wish there were more dual language immersion programs in our districts because I feel that gaining and learning a new language is an invaluable skill which is why I admire our English learners so much.
Chapter 13
Chapter 13 speaks extensively about dialects and how they affect the English learner. One particular part of the chapter that caught my attention was the issue of social stratification. Our text noted, "Dialects reflect social stratification due to differences in the social groups with which people affiliate. People evaluate others by means of their language in order to establish and maintain social distinction" (Diaz-Rico, pg. 336). This concept relates a great deal with the concept of language being used as social capital. People make judgments about those who have either acquired language or those who have not. This chapter places a bit of a twist on that concept in that in some circles, speaking with slang or poor pronunciations of words might help a person gain social status in a particular group. Even when others criticize the way a person speaks, or when doors or opportunities might close on a person using a dialect that is not accepted by the mainstream, the person will still use improper dialects. Our chapter analyses why this occurs. One reason is that the person may want to exude ethnic solidarity. Other times some people may try to live in both worlds by maintaining improper dialects in front of one group while speaking in a proper dialect with another. So how does a teacher overcome the obstacle of dialect? According to a web article, "Teaching the standard language from a cultural perspective differs from the traditional language education approach in that it does not blame the victim. Standard English instruction from a cultural perspective does not presuppose the devaluation or elimination of a learner's indigenous language as a pre-requisite for learning. It recognizes that students need to retain their home dialect where its use is appropriate" (http://www.maec.org/cross/6.html). In other words it is not our job as educators to destroy dialects, but to even possibly use them as springboards to identify with the students culture. I really feel that this communication is appropriate in certain circles, but students also need to learn to communicate properly because they will be expected to in most job settings. It is our job to overcome dialects not by devaluing or belittling them but to teach proper communication in certain contexts.
Lindsay Hughes spoke extensively about not letting dialect color the way she interacts with some students who might be harder to understand. She did not want to make her students feel inferior if they have a dialect that is hard to understand. The danger does not come as much from teachers as much as it might come from peers in the classroom. I think a great way to honor this student in the classroom, and especially avoid the teasing of other students who might make fun of his or her dialect is to make a big deal that this student is speaking 2 languages. A teacher can also ask the student to help with words in another language. This can be a great way to diffuse a possible hard situation of a student with a different dialect. Melissa Hale made a great point that dialect does matter in a professional setting. A speech therapist as she noted fromMississippi was almost speaking a foreign language to students in California Mississippi can control her accent which is to say that this person if properly trained had as much right to be a speech therapist in California as someone from California
Lindsay Hughes spoke extensively about not letting dialect color the way she interacts with some students who might be harder to understand. She did not want to make her students feel inferior if they have a dialect that is hard to understand. The danger does not come as much from teachers as much as it might come from peers in the classroom. I think a great way to honor this student in the classroom, and especially avoid the teasing of other students who might make fun of his or her dialect is to make a big deal that this student is speaking 2 languages. A teacher can also ask the student to help with words in another language. This can be a great way to diffuse a possible hard situation of a student with a different dialect. Melissa Hale made a great point that dialect does matter in a professional setting. A speech therapist as she noted from
Tuesday, March 8, 2011
Chapter 8
This chapter was all about how to use imagination to build upon the learning of all students. One of the particular sections that really caught my attention was the use of comics in the classroom. Many of my students particularily enjoy reading comics and checking out these types of materials in the library. My students enjoy comics because they are fairly easy to read, short and to the point. What I didn't realize was that comics can be used to spark the imagination and build language skills. "While on the topic of visual images, one cannot neglect the use of comics and cartoons as tools to teach English" (Diaz-Rico, pg. 211). In order to activate the imagination teachers need to be engaging before they lose students attention. According to an article on the web, "Comics, Cary notes, with their emphasis on engaging content and an expanded use of visual material, are an especially effective medium in the context of brain-based teaching, which emphasizes hands-on, manipulative-based activities" (http://www.educationworld.com/a_curr/profdev/profdev105.shtml). I would also argue that almost any activities can be used with the use of comics that can be a great excercise for the imagination. Comics are an often incomplete story which end with a punch line and causes the reader to come to the conclusion of what happened next on his or her own. This is why comics can be such a great teaching tool. If working on a writing assignment, a teacher can easily introduce the topic with a comic. He or she can ask the students to write what they think happened next. He or she could also ask the students to rewrite the comic and explain why it is so humorous. These types of activities activate the imagination. The other great thing about comics is that they are so visual in nature which helps students read words that they might otherwise not be able to read by using the pictures as a form of help to understand what is going on. For English language learners the visuals help them read and understand what is going on in comics, and they build upon their imagination wanting to learn more rather than straining to understand a lecture.
Michelle Greco wrote about another great tool used to activate the imagination, drama. Drama involves acting which is another way of older people playing pretend. Yet this is a great way to tap into what people say when they are experiencing certain emotions. This teaches the English learner how to read a script better and how to read into what others say in order to convey the right mood on the stage. This is an infinitely valuable tool to use because drama is all about learning to communicate and to make it believable to the audience and this cannot be done without imagination. In Joe Tapia's blog, he wrote that he liked to use Readers Theater with his students in order to help them learn to read. His key was that the students enjoyed the process. It is because they are actively engaged because their minds are predicting and thinking about how to respond in certain ways read and rehearse text. I can think of no better way to engage an imagination than through some sort of drama activity. This works well as long as students participate.
Michelle Greco wrote about another great tool used to activate the imagination, drama. Drama involves acting which is another way of older people playing pretend. Yet this is a great way to tap into what people say when they are experiencing certain emotions. This teaches the English learner how to read a script better and how to read into what others say in order to convey the right mood on the stage. This is an infinitely valuable tool to use because drama is all about learning to communicate and to make it believable to the audience and this cannot be done without imagination. In Joe Tapia's blog, he wrote that he liked to use Readers Theater with his students in order to help them learn to read. His key was that the students enjoyed the process. It is because they are actively engaged because their minds are predicting and thinking about how to respond in certain ways read and rehearse text. I can think of no better way to engage an imagination than through some sort of drama activity. This works well as long as students participate.
Chapter 7
Chapter 7 focuses on reading instruction and English development. According to our text, “Word knowledge is the chief hurdle faced by English learners, because reading a word successfully depends on knowing the word in the first place” (Diaz-Rico, pg. 174). Extensive vocabulary development must take place for English language learner’s success in reading and comprehension. Judy Haynes wrote, “Don’t overwhelm students with too many words or concepts. Pick what is absolutely essential in each chapter. Pronounce each word for students, and have them repeat after you. Introduce the vocabulary in a familiar and meaningful context and then again in a content-specific setting (http://www.everythingesl.net/inservices/vocabulary_instructi_language__80932.php). Learning phonemic awareness and sight words are essential to reading. Becoming more fluent, increasing speed, and reading in a clear natural voice are also of great importance, however all of this means nothing if the student does not understand what he or she is reading. We have a program in our classroom that has been very helpful in giving English language learners a head start in English vocabulary development called English in a flash. When using this program, the student is shown many pictures and shown words or phrases in English that also represent the picture. They also hear how the word is used and how and pronounced as they are listening to their program with headphones. This program does just what Judy Haynes wrote about, it does not overwhelm students but gives them essential vocabulary and background in English to be able to make connections to prior knowledge in reading. Teachers should also work extensively in vocabulary development when teaching new concepts. We need not overwhelm students but pick the words that will drive comprehension in the passage we will be looking at as a class. When we do too much vocabulary development, English language learners will often check out. Visuals and other manipulatives will also be great to drive home comprehension of new vocabulary. When presented in the context of the learner, vocabulary becomes more clear within the context of what is read. With pronunciation work students will learn better phonics while also developing sight words. Reading
Alyssa Barnard focused on a more interactive approach in literacy development. This is so important in giving students reading tasks where they can read, discuss, collaborate with a group, and write about what was read. This multi-modal approach as Alyssa wrote builds a great sense of community in the classroom. For English language learners it is essential that they feel like they belong to a community of learners. If they feel as though they are outsiders, they often check out of the learning process. Lindsay Hughes wrote some about interactive reading and interactive writing. I agree with Lindsay that for early readers, repetition is excellent in giving them success in their early reading experiences. Early success is crucial because if English learners do not become literate at the elementary level, most decide to drop out when reaching the secondary level. Lindsay also wrote about interactive writing which is one of the best ways to build community in the classroom. Instead of having cool posters on our walls, they should be filled with the work of our students. Students take great pride in interactive writing that they accomplish with a group. Often students will show their parent what they wrote as their writing is displayed on the wall. When an English language learner can take a parent to something they wrote in interactive writing then they are locked into literacy learning. They will become better speakers, writers and readers through the classroom that provides such a great sense of community.
Monday, March 7, 2011
Chapter 6
Chapter 6 teaches some about the listening process. In listening, "Students learn best when they already know something about the subject matter and can draw from this prior knowledge" (Diaz-Rico, pg. 146) According to another source, "Prior knowledge activation reminds learners of what they already know. Activating prior knowledge readies the mind to accept and retain new information" (http://edweb.sdsu.edu/courses/et650_online/mapps/Strats.html). As a teacher, getting students to truly listen is a difficult process. Often we want to teach them new information that quite possibly they have never learned before. It is impossible to teach something completely new if a student has absolutely no prior knowledge of what you are talking about. If a teacher does not tap into prior knowledge, then the student begins to stop listening with glazed eyes thinking about lunch time. Teaching new information is particularly difficult with English language learners. Sometimes prior knowledge can simply be an understanding of vocabulary used to explain new concepts. Yet English learners do not have the prior knowledge of certain vocabulary because it comes in a language they are only beginning to learn. There is also a possibility that all examples used in explaining new ideas come from a dominant American culture leaving out the English language learners points of reference to understand these ideas. As teachers we need to find ways of reaching students ears by reaching their prior knowledge so that great learning can take place in our classrooms.
Alyssa Barnard wrote, "Listening is an essential skill for all students to acquire. The ability to listen and speak makes academic success possible." Another aspect of listening is that it develops a person's speaking skills. Without good speaking skills, writing becomes very difficult for any student. For an English language learner listening develops their ability to learn to speak the English language in a more effective way. Listening will help English Language learners become better speakers and writers. This is why it is essential that I as a teacher tap into their prior knowledge of subjects so that I will be worth listening to. Dorine Finks also agreed by writing, "I must assist the listener to draw upon background knowledge and experiences to help connect the listener to what is being said." Prior knowledge can be looked at like building the house of knowledge on a rock. It is a solid foundation to which a student can build bigger and greater learning discoveries on. If we do not activate prior knowledge we might be building student learning on quicksand and no matter how spectacular the high rise of learning is, it will only sink in that quick sand leaving you or I as a teacher with a lesson which wastes both the students' and our time.
Alyssa Barnard wrote, "Listening is an essential skill for all students to acquire. The ability to listen and speak makes academic success possible." Another aspect of listening is that it develops a person's speaking skills. Without good speaking skills, writing becomes very difficult for any student. For an English language learner listening develops their ability to learn to speak the English language in a more effective way. Listening will help English Language learners become better speakers and writers. This is why it is essential that I as a teacher tap into their prior knowledge of subjects so that I will be worth listening to. Dorine Finks also agreed by writing, "I must assist the listener to draw upon background knowledge and experiences to help connect the listener to what is being said." Prior knowledge can be looked at like building the house of knowledge on a rock. It is a solid foundation to which a student can build bigger and greater learning discoveries on. If we do not activate prior knowledge we might be building student learning on quicksand and no matter how spectacular the high rise of learning is, it will only sink in that quick sand leaving you or I as a teacher with a lesson which wastes both the students' and our time.
Chapter 5
Chapter 5 focused on learner strategies as well as learner focused teaching. I think one of the most important practices a teacher must constantly work at is to reflect on their own teaching. This is a hard practice because it requires criticism either by ourself or others. In chapter 5 I focused on the practice of cognitive coaching for teachers. Cognitive coaching involves, "...teachers (who) talk aloud with a peer about their instruction (to)...become clearer about the underlying bases for their decisions and increase their awareness of how they might expand their teaching repertoire" (Diaz-Rico, pg. 115). It was also stated elsewhere, "In Cognitive Coaching, the person being coached, not the coach evaluates what is good or poor, appropriate or inappropriate, effective or ineffective" (http://www.cerra.org/mentoring/cogcoaching.html). The role of the coach is to listen, to act as a sounding board and even guide the person being coached to think more critically about what they are teaching and how students are learning. This is especially important in thinking about English language learners in our classroom. Often they are more quiet and participate less due to the language barrier. Yet when participating in cognitive coaching a teacher is forced to think about his or her practices and how they are successful with every student. Through cognitive coaching, a teacher may change a way of teaching a concept from an auditory strength to presenting more visuals so that an English language learner can track what is taught better. He or she may also learn that her class may benefit more from hands on activities. Sometimes through cognitive coaching a teacher learns that he or she is dominating the discussions and not giving students enough opportunity to think critically and actively engage in learning. The bottom line is reflection and having a cognitive coach is an excellent way to improve teaching practices in the classroom.
Also, with cognitive coaching teachers often come to the point of breaking out of their shell in thinking that learning only occurs in the classroom. Alyssa Barnard wrote that because teachers cannot teach second language learners everything they need to know while in class the goal should be to teach students how to learn outside the classroom. This realization could come through cognitive coaching when a teacher is frustrated and comes to the point of saying, "There is not enough time in my class to teach Maria English effectively." A cognitive coach could say, "You're right." Then the teacher might come to the conclusion that she needs to help Maria interact at home and in the community in order to gain greater English proficiency. An example could be giving Maria small assignments to interact in certain ways throughout the week after school. The pressure then comes off the teacher to make Maria successful. Maria herself is part of the success as she takes responsibility for her learning. Emily Ismael wrote about SDAIE or specially designed academic instruction in English. This type of teaching is used for those in the beginning stages of English acquisition. A teacher experiencing cognitive coaching may come to the conclusion that most of their teaching really leaves out those who are learning English as a second language. Through SDAIE practices the teacher might use more props, visuals, and even auditory methods to help those in the class who are not proficient in English learn concepts that might otherwise go over their heads. SDAIE methods will not hold back those who are proficient in English but only enhance their learning also. Through cognitive coaching, a teacher is more reflective on what goes on in their classroom and they through the help of their coach become better teachers.
Also, with cognitive coaching teachers often come to the point of breaking out of their shell in thinking that learning only occurs in the classroom. Alyssa Barnard wrote that because teachers cannot teach second language learners everything they need to know while in class the goal should be to teach students how to learn outside the classroom. This realization could come through cognitive coaching when a teacher is frustrated and comes to the point of saying, "There is not enough time in my class to teach Maria English effectively." A cognitive coach could say, "You're right." Then the teacher might come to the conclusion that she needs to help Maria interact at home and in the community in order to gain greater English proficiency. An example could be giving Maria small assignments to interact in certain ways throughout the week after school. The pressure then comes off the teacher to make Maria successful. Maria herself is part of the success as she takes responsibility for her learning. Emily Ismael wrote about SDAIE or specially designed academic instruction in English. This type of teaching is used for those in the beginning stages of English acquisition. A teacher experiencing cognitive coaching may come to the conclusion that most of their teaching really leaves out those who are learning English as a second language. Through SDAIE practices the teacher might use more props, visuals, and even auditory methods to help those in the class who are not proficient in English learn concepts that might otherwise go over their heads. SDAIE methods will not hold back those who are proficient in English but only enhance their learning also. Through cognitive coaching, a teacher is more reflective on what goes on in their classroom and they through the help of their coach become better teachers.
Chapter 3
Chapter three discusses many views regarding teaching and learning in the classroom. I was particularly interested in constructivist learning. "Constructivist learning in the elementary years helps students to maintain their curiosity and zest for learning. English develops as students talk, listen, read, write, and are involved with authentic tasks" (Diaz-Rico, p. 50). Constructivist learning is a process by which students are able to construct their own understanding of the world around them and how it works. I believe this form of teaching is so important and relevant to students. Traditionally many teachers take the approach that they do the teaching and their students do the learning. Under constructivist learning, in speaking of the role of the teacher, "Instead of giving a lecture the teachers in this theory function as facilitators whose role is to aid the student when it comes to their own understanding" (http://www.teach-nology.com/currenttrends/constructivism/) With constructivist learning, the teacher will pose questions, and have students come up with ways of solving problems through a multimodal approach. Constructivist learning must have complete participation of students or learning doesn't take place. This is a perfect approach in teaching English language learners. They must be actively involved in pair discussions, class discussions and hands on activities where they are constructing their understanding of new concepts. With this approach, EL students build learning and language acquisition and think in a more critical way.
Constructivist learning is not an easy approach to teaching. Alyssa Barnard wrote, "As Educators we need to understand the current development of each student and their backgrounds." This is especially important in constructivist learning because many EL students may not have prior knowledge of either the concepts or certain vocabulary in order to build new knowledge. A teacher needs to find ways to pull the English learner into a constructivist learning experience so that he or she will receive the full benefit. This might mean using more visuals to help with vocabulary and concepts while still maintaining a constructivist learning environment of students. The key is not to go back to a teacher teaches, and learner sits and learns approach. One wants the English language learner to have full active participation in developing his or her own learning and discovery. Emily Ismael wrote a great deal about Chomsky's theory that language development is instinctual based on pre-school children making great gains in first language acquisition. I believe language acquisition is very much a part of constructivist learning in that a child navigates appropriate and inappropriate ways of communicating as he or she sees how verbal communication allows his needs and wants to be met. He or she forms her reality in their first language and this begins again as they learn a second language discoveries.
Constructivist learning is not an easy approach to teaching. Alyssa Barnard wrote, "As Educators we need to understand the current development of each student and their backgrounds." This is especially important in constructivist learning because many EL students may not have prior knowledge of either the concepts or certain vocabulary in order to build new knowledge. A teacher needs to find ways to pull the English learner into a constructivist learning experience so that he or she will receive the full benefit. This might mean using more visuals to help with vocabulary and concepts while still maintaining a constructivist learning environment of students. The key is not to go back to a teacher teaches, and learner sits and learns approach. One wants the English language learner to have full active participation in developing his or her own learning and discovery. Emily Ismael wrote a great deal about Chomsky's theory that language development is instinctual based on pre-school children making great gains in first language acquisition. I believe language acquisition is very much a part of constructivist learning in that a child navigates appropriate and inappropriate ways of communicating as he or she sees how verbal communication allows his needs and wants to be met. He or she forms her reality in their first language and this begins again as they learn a second language discoveries.
Subscribe to:
Posts (Atom)