Chapter 1: Who Are English Language Learners
This chapter’s contents re-emphasized the importance of student support in their native language. Teachers face many challenges associated with the development and implementation of ELD. There are many factors involved when working with English language learners. I am and have been a teacher to Spanish speaking students a great part of my career. Most of my students are from Mexico, but I have had students from many regions of Latin America. I have also faced many of the challenges listed in this chapter. I have witnessed policies and trends in education come and go over the last 30 years, but none as controversial as the debate over how to best educate students of other languages. Since my students are so young, 3-5 years, learning English is much easier for them. What struck me most about this chapter was the section on “Languages at Risk” (p.17-20). I am a third generation American of Mexican ancestry. Because my parents were punished for speaking Spanish at school, my father was spanked with a wooden paddle; they did not want us to suffer the same fate. I heard Spanish spoken at my house and my grandparents but family members only spoke to my sisters and I in English. If it were not for the population of students and families in my classes and school, I would have lost my connection with my parent’s native language. Many of the parents I work with have also stated this same concern. They have expressed their fear that their children no longer wish to speak to them in Spanish; they respond in English. Many times the parents do not understand what their children and this is upsetting to them. All that I can do and have done is reassure parents that we want to teach the language they will need to succeed in school, but strongly encourage the cultivation and retention of their native language and culture.
The Center for Applied Linguistics offers 8 principles for second language acquisition. Go to www. cal.org/resources/digest/ncrcdso4.html.
Diaz-Rico, Lynne T. Stategies for Teaching English Language Learners. 2nd Edition.CPearson Education Inc.: Boston 2008.
CAL: Digest (1995, October). Fostering second language development in young children. Retrieved November 15, 2010 from www.cal.org.
In response to Bob Perez blog, I had basically the same backgroud. As stated in my blog, my parents were bilingual, but did not speak to us in their native language for fear we would be punished in school. Many of our students feel the same way. They may not be paddled as they were in my parent's day or even my day, my husband was also spanked for speaking Spanish, but EL students continue to be punished in subtle ways. It is our job as educators to empower students so that they can reap the rewards their hard fought education.
ReplyDeleteLiz Caro suggests that we need to use another term for our broken school system; the term, public schools does not hold true for the neediest of our children and our communities. I have to agree that we have done a diservice to those who need the most. This is how it has been since I was a student. I attended elementary school in the sixties. I grew up in a Hispanic community, we called it a "barrio" back then. In that time I attended three elementary schools, two middle schools, three high schools. One might ask why I moved around so much. I didn't. I lived in the same house from the time I was born unti I moved out the day I was married. What happened then was common. We, those of in our little community, were moved from school to school because administration did not know what to do with us. I am painfully aware of the inequities which still plague our schools.
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