Interview With A Language Learner English Language Essay

Interview With A run-in Learner side of meat quarrel proveTo begin with, I pack my assignment to converse an face linguistic process Learner. This seemed like it was going to be a ch eitherenge since I did not get along an ELL. I sh atomic number 18d this assignment with my maintain. He told me in that respect was a pargonnt on my intrust-and- pay backs wrestling team who spoke Spanish. This seemed like a grand idea so I went to the wrestling practice on Wednesday with my son. When I arrived I seen the lady talking, notwith abideing was nervous astir(predicate) come up her since I had never met her. Finally after to the highest degree 10 minutes I walked over to her and introduced myself. Then I told her I bringed to interview an incline verbiage Learner for my college phratry. She told me she would be adroit supply whatever of my questions.The manyone I interviewed was Marietta. Marietta was born in San Juan, Puerto anti-racketeering law on may 21, 1968 to Maritza Suargonz and Angel Benero. She has twain brothers and one sister. Spanish was the main manner of speaking talk in her cornerstone as a pincer. As a child she began hit ining side in the private preschool she attended. There she learned to read and create verbally English. While I school attainment came slow to Marietta since she was dyslexic and didnt learn to read or write until she was 13 years old. Textbooks were indite in English in Puerto Rico. English is taught different in Puerto Rico than in Spain since it is close to America.Marietta married November 29, 1997 to Juan Navarro. They acquit 3 children. Two sons Jorge and Luis and a daughter Paola. Juan is in the United States Coast Guard. Jorge is the oldest. He is in the twelfth grade. Academics be operose for him bit he is in ESE classes. Their son Luis is in the 3rd grade and suffers from Attention Deficit Disorder. Paola is a sixth grade and she is on the A/B honor roll. Only Jorge and Paola ar gon able to talk Spanish and understand it. Luis buttocks understand Spanish, but isnt able to speak it. Both English and Spanish atomic number 18 verbalize in their home. As a family they watch both English and Spanish television shows.I contract to decl ar this was a wonderful interview. steady though, I was nervous active interviewing tenuouslyone I didnt acknowledge it was a pleasant experience. Marietta was very eager to sh ar with virtually her family. She advised me when I t individually ELL scholarly mortals it is economic aidful to use graphics with Spanish to English expression. It was enkindle to hear Marietta mention that she was attending Florida State College of Jacksonville to get a distributor point to be a Chef. For the summer term she was taking English report card I. After she told me about her attending college I told her I would be happy to financial aid her with the English if need me to.QuestionsIn what country were born?When is your natal d ay?At what age did you learn to speak English?Was English verbalise in your home as a child?Do you have trouble speaking the English Language?When did you learn to write English?Was English difficult for you to learn?Do you have every children?Does your husband speak English?What is the primary diction spoken in your home? do-nothing your children speak your innate oral communication and English?Is there any advice you would give instructors who ar teaching English Language Learners?Multicultural activityTitle Winter Holi eld around the WorldGrade level certify gradeTopic Winter holidays are not famed the corresponding everywhere.Summary These 3 day less(prenominal)ons are designed to teach assimilators about the culture ofMexico, Israel and mainland chinawareware and the winter holidays celebrated by their cultures. Students exit learn about Las Posadas, Hanukkah and Chinese New course of knowledge.Materials requiredMexico a balloon, in the buffs makeup, glue, sac k updy, recipe for Mexi give the sack hot chocolate.Israel Dreidel pattern, dreidel game rules, bag of dry attics, recipe and ingredients for murphy latkesChina black construction paper, paint, drinking straws, glue, g lightter, 18X12 pieces of colored construction paper, stapler, yellow tissue paper paper, crepe paper streamersWorld globe, individual coloring sheets of the keel for each country.Books neededMexico The People by Bobbie KalmanNine Days to Christmas by female horse mansion houseIsrael Hanukkah, Oh Hanukkah by Susan RothThe Miracle of the white potato Latkes, A Hanukkah Story by M. PennChina Chinese New course of study by Tricia BrownLion terpsichorean Ernie Wans Chinese New Year by Kate Waters and Madeline Slovenz-LowObjectivesStudents go away fuck how leash different countries and their winter solemnizations.Students give be able to deposit each country on the globe.Day 1I forget tell the scholarly persons we are going to arrogate to be world travele rs for the undermentioned three days. We are going travel to Mexico, Israel, and China to learn about their Winter celebrations.Today we are going to visit Mexico. Does anyone know where Mexico is primed(p)? Lets find it on our globe.I want to tell you about Mexico to begin with we read our books. We leave learn that in Mexico their winter celebration is called Las Posadas. They kill celebrating nine days earlier Christmas. They celebrate every dark from declination 16th to December 24th. Each night children and their families reenact the stratum of bloody shame and Joseph trying to find a place to stay for the night. Then at last they went to a home and were welcomed by the innkeeper. At this place there is a celebration on the final night of Las Posadas. The families and friends celebrate with special nutriment and Mexi stinker hot chocolate. There is a piata for the children.Now I exit read some books about Mexico before we go to our centers. use up books to the class . The People by Bobbie KalmanNine Days to Christmas by Maria HallI would have three centers sic up for the students. Role calculate center, piata center, and flag center.Role take on center students would clear they were bloody shame and Joseph looking for a place to stay. The students would assimilate turns being Mary, Joseph and the innkeeper.Piata Center- Students would take turns adding newspaper dipped in glue to a balloon which has already been messn up.Flag Center- Students would color and track their flag of Mexico. Teacher would write on the board the colors and their meaning. Green=independence, white=purity, red=blood, shoot with snake=fight for independence.At the end of the day we forget have a special drink Mexi trick hot chocolate which allow for have already been made maturation the recipe belowMexican Hot Chocolate3 (1 ounce) squares unsweetened chocolate6 cups milk1/4 cup granulated sugar2 teaspoons principle Mexican cinnamon1/4 teaspoon salt1 1/2 teas poons Mexican vanilla rendUsing a sharp knife, break up chocolate squares into smaller pieces.In a medium saucepan, combine chocolate, milk, sugar, cinnamon and salt.Heat and stir until chocolate melts and milk is very hot. Do not allow to boil.Add vanilla extract and beat until frothy with a rotary beater, or with an electric sociable on low speed. Pour Styrofoam cups.Makes 48 ounces.http//www.authenticmexicanfoodrecipes.com/mexican_hot_chocolate_recipe/The students allow take turns striking the Piata which will have candy in it.When the Piata is conf utilise students can get the candy and put it I their backpacks to be eaten at home.AssessmentHave students write an informative separate about Mexico and Las Posadas. conglomerate and grade paragraphs.Day 2Today we are going to pretend to visit Israel.Does anyone know where Israel is located? Give students time to dissolver. Lets locate it on our globe. Would you like to know what winter celebration happens in Israel?I would b e happy to tell you. In Israel they celebrate Hanukkah. This is a Jewish holiday. It is withal called The Festival of Lights. We will find that this holiday is celebrated for octet days during the month of December. The eight day celebration is significant because when it was time to faint the temple lamp a long time ago there was altogether enough oil to keep it lit for one day. Amazingly, the oil burned-over-over for eight days which gave them time to find more(prenominal) oil. For this reason, Jews celebrate Hanukkah for eight days by lighting candles in a menorah every night to honor the eight day miracle. A menorah is a candle toter which holds nine candles on of them is called the servant candle because the other are lit by it. After the candles are all lit there is a party to celebrate. Children play with dreidel while enjoying a favorite treat called tater latkes. A dreidel is a four sided tops. Potato Latkes are like potato pancakes.Now I want to read some books t o you about Hanukkah.Hanukkah, Oh Hanukkah by Susan RothThe Miracle of the Potato Latkes, A Hanukkah Story by M. PennI would have three centers set up. The centers would be a game center, purpose center, and cooking center. Students would take turns going to each center.Game center -Students would make a dreidel from a pattern. A dreidel has four sides noticeed with Hebrew letters Nun, Gimel, Hei, and Shin. These letters stand for the Hebrew phrase Nes Gadol Hayah Sham which means a great miracle happened there, referring to the miracle of the oil.Students would play the game after making their dreidel. The letters on the dreidel man Nit (nothing), gantz (all), halb (half) and shtell (put). Everyone puts in a bean. A person spins the dreidel. If it lands on Nun, nothing happens on Gimel person gets all the beans on Hei gets half the beans and on Shin, you put a bean in. Game ends until someone has all the beans.Map center- Color and label map of Israel. Blue and white are the colo rs on the Jewish charm shawl and the Star of David is the traditional symbol of the Jewish people.Cooking center will be manned by a parent volunteer.Recipe for Potato Latkes3 cups Simply Potato hash browns1 cup rimy chopped onions (thawed and drained) cup egg whites cup flour1 tsp baking hot powder1 tsp each salt and black peppervegetable oilDirections Mix hash browns with eggs, mix well. Add flour stepwise while mixing until batter is doughy, not too dry. Add baking powder, salt and pepper. Mix well again.Then heat about progress of oil to medium high heat. Form the batter into thin patties about the size of the palm of your hand. Fry batter in oil. Flip when the prat is golden brown. Place use uped potato latkes on paper towels to drain. Students can enjoy this treat when it is warm enough to eat.AssessmentStudents will answer the following questions.Where did this holiday originate? ______________________When is this holiday? ______________How many days is Hannukah celeb rated? _________________Why is it celebrated? ______________What is name for the candle holder?_________________Answer strikeJerusalemDecember88 days oil burnedMenorahDay 3Wow, we are about to travel to another country. Lets pretend we are going to visit China.Does anyone know the location of China? We will locate it together.In China they have a celebration called Chinese New Year or Spring Festive. This important holiday celebration begins about mid-January or mid-February and last about 15 days. It begins with New eld Eve and ends with the Lantern Festival at the full moon.Chinese New eld is celebrated with fireworks. It is believed that the Chinese invented fireworks thousands of years ago.We will now read some books about the Chinese New YearChinese New Year by Tricia BrownLion Dancer Ernie Wans Chinese New Year by Kate Waters and Madeline Slovenz-LowThere will be three centers set up painting, map center and creative center.Paint CenterStudents will each have a black piece of construction paper. They will put small drops of paint on to their paper and then blow the drops with a straw. Before the paint dries, they will sprinkle glitter on the picture. This will lay out fireworks.Map CenterStudents will color and label map of China.Teachers will write on board. The red color of the flag symbolizes revolution. The large star symbolizes the Communist Party which rules China and the smaller represent the people of China.Creative CenterStudents will make a lantern.They will color a picture on their piece of 18 X 12 colored construction paper.Fold the paper lengthwise with the palm out.Starting at the fold, make evenly spaced cuts about 1 apart, ending where you began. Teacher will draw ending lines for students.Open the paper and staple together the perfectly edges.Stuff middle with yellow crumpled tissue paper.Staple a strip 1 X 6 construction paper to make handle.Add crepe paper streamers to bottom. hang up lanterns in the classroom.AssessmentGive stu dents a Venn Diagram to complete. They will comparing Chinese New Year to New Years in America.www.enchangedlearning.com/asia/china/flag.shtmlwww.iupui.edu/geni/lsort/a_mcultural_stude_cny.hmtlhttp//teacherslink.ed.usu.edu/tlresurces/units/Byrnes-celebrations/Chinese.htmlwww.lessonplanspage.com/SSChristmasAroundtheWorldK1.htmhttp//teacherlink.ed.usu.edu/tlresources/units/byrnes-celebrations/light.htmlhttp//www.uen.org/Lessonplan/preview.cgi?LPid=22510www.jewfaq.org/holiday7.htm3) Planning Article Summary and Reflection Classroom Planning with ESL in MindThis member Classroom Planning with ESL in Mind had some strategies, instructional tips, use of dustup, and culture about ESL students with special needs. Also there was schooling on assessing, evaluating and reporting student progress.First, the strategies and instructional tips discussed the challenges which English randomness Language students face. They have three challenges trying to gain the knowledge need for various sub jects, learning the English Language while developing the faculty to interact with their peers. Teachers should remember that they are always role modeling the English language while teaching. In doing so they need to make authorized their lessons are presented development various formats in order to encourage students to radiate on their knowledge so the can respond effectively in class.Next, a teachers use of language is important in the classroom. They should be watchful of their vocabulary they use since students faculty have trouble comprehending what is spoken. Idioms can oddly present a problem with English Language Learners. A teacher should iterate idioms or teach their meanings. ELLs would take the idiom literally sooner of way its intended meaning. For example, If you tell the students to hit their books They might hit their books with their hands. rather the meanings you want to convey is start studying or do your work. If idioms are going to be employ in the classroom then as a teacher it would be good to have an idiom breakwater which gave the meanings for each. It would to a fault be a good idea to distinctly mark transition times during classroom activities which can prevent confusion to your ESL students to clearly indicate changes.Third, when a question is asked the English as a back Language students needs to have time to process the question asked before responding. Usually they need to fork out it into their number 1 language, formulate the answer in their first language and then empathise an approximate answer into English. It is likewise mentioned how as a teacher I need to teach the vocabulary language and their meaning for subjects such as biology which has words that are not regularly used in everyday communication. A great exercise to help with learning new vocabulary is to use a cloze exercise with the lesson since it will leave out important backbone word for students to fill in from the passage. A Cloze exercis e can reinforce ESL students grasp of the content and new vocabulary. Students will besides value from write instructions since they might have difficult processing literal information quickly enough to understand. When giving student homework those written notes or directions would be useful.Fourth, ESL students have the said(prenominal) range of abilities as others in the same population. However, some many require extra assistance in other areas. Some may demand consideration for disabilities such as visual impairments, hearing deficiency, lack of psychomotor skills, or certain talents or gifts. There could be ESL students with other requirements that may affect their learning. If a student was a refugee and has been traumatized in the past she might have the need for special support and counseling.Fifth, you will find information about assessing, evaluating and reporting on student progress in this article. These are important and can be done in the students classroom to m ake it more comfortable. The evidence of how an ESL student is developing his language proficiency can be determined using short in class test. Avoid multiple choice assessments with ESL students because they involve excessive learning and usually depend on comprehension of slight meanings. ESL students also will need extra time for the test because as with roughly questions they need to process it into their first language, formulate the answer and translate it back to English before putting it on paper. If you want to temper a students comprehension or to clarify a problem speak in their native language. Provide a translation of key words which might be difficult to explain in English. There is a need to find out what the students may know but, have difficult expressing in English. This additional support for the ESL student is generally for a restrict time.Lastly, teachers who have previously taught students with English as a second language have a total of helpful instruct ional materials. Some of these materials are dictionaries designed for learners of English, bilingual dictionaries, alphabet letters in print in cursive, and games to name a few. These situations in a classroom will help students with English as a second language thumb more comfortable and independent.There are flipper dollar bill points which I constitute closely interesting. The first one is that research states the more highly developed as students first language the more successful they will be learning a second language. It has been proven bilingual students who continue to improve their first language are more successful than those how focus entirely on acquiring English. These students also have higher self esteem when they know their first language is valued.Second, it is important how a teacher responds to students language errors. If a teacher is critical a student might be less eager to attempt to speak in English. Instead this article advises teachers to rephrase a students in right grammar in a way to provide decreed feedback and to model correct usage without drawing attention to their error. For example if a students says Pig are dirty animal. You can respond, Yes, pigs are dirty animals Can you name another dirty animal? If a student continues with this same error then maybe you can work with him on correct subject verb usage.Third, the use of peer tutoring is a great method for teaching. A more advanced ESL student can help new ESL students. They know how hard it is to learn English as a second language. umteen times students enjoy learning from their peers. Students also seem to be more open to share their frustrations with each other than with their teachers. The more advanced student can be the translator between the student and teacher when necessary.Forth, I liked the reminder that it can be exhausting and demanding performing all day in a second language. This is helpful to know because as a teacher I would not think of this sinc e I am not bilingual. In addition, the fact that homework can take ESL students deuce to three times longer to complete because they need to first translate it into their first language, formulate it and then translate it back. Homework might also be frustrating to ESL students since they might not understand the directions. They might feel they had done enough work during the day. Also their parents would probably not be able to help them because they dont know English.Fifth, I like the list of instructional materials from teachers who have previously taught ESL students. This list will help make original I have these resources available in my classroom for the students to use. More resources a student has to help translate words to English the less they will feel dependent on you the teacher or their classmates.I enjoyed reading this article which had a wealth of useful information for teachers of ESL students planning their classroom. As a new teacher I can benefit from the info rmation in this article. This is an article I will place with other information which I will refer to frequently when I become a teacher. It would also be good for me to share this with other future teachers who are not in this class.4) Article of My Choice Language Use by Bilingual peculiar(a) Educators of English Language Learners with DisabilitiesPaneque, O. M., Rodriguez, D. (2009). Language Use by Bilingual Special Educators of English Language Learners with Disabilities. International Journal of Special Education , 63-69.http//www.internationalsped.com/documents/2009%20No3%20Paneque%20Rodriguez%20Language%20use%206.docAfter reading chapter 9 in our textbook I decided to research an article about Bilingual Education of English Language Learners. I went to the University of West Florida library database. The article I found was Language Use by Bilingual Special Educators of English Language Learners with Disabilities which was from the International Journal of Special Educatio n. My reason for choosing this topic is that I without delay work in a special cultivation classroom. My degree which I am seeking is a Bachelors with a dual major in Exceptional Education (k-12th), Elementary Education (k-6th).This article is about examining the language use of five bilingual special fostering teachers of English language learners with disabilities which was done as an exploratory teddy. The data on the language used by the bilingual teachers was received from audio tapes, classroom observation and teacher interviews. Also included in this data was the frequency of the use of English and the other languages in the classroom.The teacher faces challenges when working with students at risk of faculty member failure. This is particularly difficult when the student has disabilities and is not a fluent English speaker. A teacher must be able to address students language and cultural differences along with their cognitive, emotional, and /or physical disabilities to set them up for maximum success.There is an increasing demand for special rearing teachers due to the summation of students indentified with disabilities and low retention these teachers. Consequently, this demand for teachers who prepared to work with students with different backgrounds with disabilities stresses the need to provide teachers preparation programs for preservice teachers and professional development opportunities for in-service teachers.This study was conducted in a large, urban school district which offered a vast range of trainingal programs to include those needed for students with disabilities and who speak English as a second language. Two schools were indentified because of their student population. At the first school, eighty-seven percent of the student body was Hispanic and eighteen percent of the students received special education. At the second school, ninety-five percent of the student body was Hispanic with fourteen percent receiving special educati on services. Tow teachers from the first school and three from the second school volunteered to be part of the fountain study. All five teachers were female Hispanics who were employed fulltime as special education teachers. Three of the five teachers had ESOL endorsement but, only two of the five had both special education and ESOL certification.The results from the data collection revealed that the teachers were both using English and Spanish for instruction with their English Language Learners with disabilities. However, further analysis of the data indicated overall that teachers were using English ninety percent of the time while teaching. Spanish was in the beginning used to clarify instructions with those who did not have fluent English. It was also used to redirect students to their given task as well as to praise and reprimand them.Each of the five teachers felt the use of Spanish for instruction was positive. They planned on using Spanish when the need arose. Furthermore , these teachers expressed they had an advantage when communicating with parents since they were bilingual. Many of the parents were not fluent in English. The teachers capacity to speak the native language of the parents helped form better communication. If the students native languages are used for teaching strategies and instruction it can encourage language development because it builds on what they already know.Clearly, when the students native language is used to introduce new concepts and give explanation this will facilitate learning. Therefore, the result of this exploratory case study is the beginning attempt to lend information about the issue of using native language for instruction for children with disabilities. Research explains how special education teachers can use bilingual skills while working with English Language Learners and how their learning is affected by language based differentiated instruction. The findings from this case study indicates that teacher pr eparation programs should include how teachers can incorporate students native language along with English to accommodated their cognitive, emotional and /or physical needs.In my opinion, this article mentions some important findings from its exploratory case study. To begin with are the qualifications of the five teachers. Only two of the five teachers had both special education certification and ESOL endorsement. These are important certifications when your student population consists of students with disabilities and English Language Learners. Next, teachers using English for instruction with limited use of the students native languages while in the classroom. Their native language is needed as the article states at the end to summarize complex concepts. Lastly, it would be difficult for teachers to accommodate students with disabilities and limited English proficiency without proper training. Certifications are important but, training is compulsory for teachers to be equipped to instruct their students.Someone once said a quote I feel applies to everyone including English Language Learners and those with or without disabilities. Everyone deserves an education despite their ability or disability5) Language Modes ActivitiesReading- Partner reading- Students take turns reading to each other.Chose a short story to read from http//www.eslfast.com/. This website has 365 short stories for students to choose from. This is good for reading practice.Student can use http//www.starfall.com/. This website has stories that are read to you. You can read along as you listen.Writing- Daily physical composition in a journal.Write a story about a picture from a book.Have students write down the directions needed to do an activity. Examples walk to the library, cook something, play a game.The teacher will give students a writing prompt. My favorite birthday memory was.. Students will finish the sentence and add to it. They will write a detailed paragraph answering why, whe n, where, how, who questions.Speaking- Role playing- Students pretend with another student that they are watchword their day with their mom or dad.Show and tell- students bring in an item from home. They get in front of the classroom and talk about their item. some other classmates can ask questions. Example a child brings in a sharks tooth to share with the class.Be the teacher for 15 minutes- Have the students take turns during the workweek being the teacher for 15 minutes each. They will teach the class about something they know how to do. For example, a student from China could give a lesson about using chopsticks. Another student could give a lesson about braiding hair.Listening- Play a game of Simon Says- students need to hear the person say Simon says, Touch your head. If they touch their head when someone says Touch your head. They are out because Simon didnt say it. The game continues until only one person is left. They are declared the winner and now they are Simon.List en to books that have been record on a compact disc. Teacher can have questions for students to answer while they listen.Students will listen to songs which are used in the classroom. They can also sing along.6) Graphic OrganizersVenn DiagramsI could use this when comparing two different items. For example, I could compare the traditions of families in Mexico and America. The right roach would be Mexico, left circle America. Traditions for each country would be listed in their circle except for the traditions they both share which would be place in the imbrication circle in the middle.http//www.superteacherworksheets.com/graphic-organizers/venn-lines.pdfKWL ChartThis is a great chart to list K-what the student knows, W-wants to know, L-what they learned. They can use this before investigating about the elegant Warhttp//www.edhelper.com/ read new book teachers/graphic_organizers_kwl.htmEvent mapThis will help students to organize who, what, where, when, why, and how of an event. T hey can use this when they are reading an article about Hurricane Hugo.http//www.teachervision.fen.com/graphic-organizers/reading-comprehension/2279.htmlTimeline organizer- Students can use this to sequence the dates of the Journey of Columbus. This will help them remember the dates if they have the information on the timeline. The timeline can be used as a study guide.http//www.teachervision.fen.com/graphic-organizers/printable/6301.htmlStory mapThis story map will help you organizer information from a story. You can list the outcome, problem, events, character, action, and setting. This will help them with their reading comprehension. If they dont remember the information they should go back and scan the story. http//www.educationworld.com/tools_templates/index.shtmlStoryMapPersuasive Letter Graphic OrganizerThis is a great organizer to use when writing a persuasive letter. Students can chart who their audience will be and why they want to pack them. They can also brainstorm thei r reasons and then list them from least to most important. This will help them organize their thoughts before writing their letter. The student might want to persuade their parents to let them buy a new pictorial matter game.P