Inciting Change in Secondary English Language Programs: The Case of Cherry High School by Marilee Coles-Ritchie

 

This book gives a glimpse into the complex task of trying to create change within a system that is structured from the top down. Education is many things--a career, a passion, something one is forced to do from Kindergarten on, something to reform or conserve, political, and dynamic. These strands and more are all captured within the description of a short study in a demographically evolving high school. The way teachers are empowered through endorsement, and able to work together to make change is as inspiring as the way the district imposing policies through a closed off principal is deflating. As a teacher, the lesson I take from the book is to know and be specific about what changes need to be made, and then wait for an opportunity when those changes can benefit those at the top. This is the chance to insert one's own discourse, to borrow from the book.  

English Learners in Special Education

My Final Research Paper

This paper is the beginning of understanding of the complexities that are inherent in determining where to place ELs to maximize their learning experience. From here, I would love to go on to study more about appropriate assessment in such situations, and why alternative programs such as dual immersion and sheltered English have better outcomes in terms of SPED placement.

 

ReadWriteThink's article on teaching with multiple modalities

Reminder to self: revisit Heidi's class materials for ideas on art integration



 

Don't forget the lesson on different ways to be smart:

 

 

 



Culture in Educating Children

Created in Omnisketch by Brittinie Gleave

 



Remember Agatha from the Yupik dual language school: "it is our cultural responsibility to teach the language". Look up her story in Culturally Responsive Teaching
Loss of Family Language link in previous post
There is a very relevant quote that I CAN'T FIND! I think it was Lisa Delpit, and something about being surprised at a question about separating language and culture. She goes on to describe language as what a mother sings to her infant, etc. It was a beautiful quote, and I remember highlighting it, but alas, it seems to have disappeared...

The Roles and Responsibilities of Teachers of English Learners

 

     The roles and responsibilities of teachers depend on the goals teachers have for their students. If the goal is to have students assimilate into the school culture and perform well on English language measures, then this teacher may see it as her/his role to help the student learn English as quickly as possible, even at the expense of the home language. If the goal is to help the student become academically successful, and be college-bound, then the teacher’s role may be to use the students’ language to develop academic language until the student is proficient enough in English to function well in an academic setting. Finally, if it is the teacher’s goal to help the student develop self-efficacy and become operating members of a democratic society, then it is the teacher’s responsibility to help the student learn how to negotiate situations and develop all areas of potential. All students’ potential is enhanced by learning languages. Therefore, teachers with this goal will consider all languages as valuable resources that s/he has a responsibility to preserve while also teaching English (see Delpit’s article for arguments on why English should be taught in conjunction with first language)*

 

            *In pursuit of this goal, teachers also have a responsibility to learn about language development and the acquisition of a second language (see Wong’s article on what teachers should know about language).

Wong-Fillmore and Snow article: What Teachers Need to Know About Language

Wong-Fillmore article: Loss of Family Languages: Should Educators be Concerned

Delpit's article: Acquisition of Literate Discourse: Bowing Before the Master?

 

 

 

 

Big “D” discourse and how it might impact schooling for ELs

James Paul Gee
Photo Credit: Wikipedia

Discourse is the language that shapes one’s social identity. In fulfilling the primary need to belong, people from a young age, and often without conscious awareness align themselves with the discourses of their surroundings. For some, these discourses mesh with the dominant Discourse—that of the dominant culture. For others, the discourses are a mismatch to the dominant culture, which keeps them at odds (oppressed) throughout their lifetimes. There are theorists who argue that the discourse of upbringing cannot be transcended (Gee),

 

while others believe that operating within the dominant discourse can be a learned practice (Delpit).

Lisa Delpit
Photo Credit: New Learning online

This is where critical language pedagogy comes in. In teaching students that there is power in certain language and giving them access to that language (through explicit lessons on effective language use, relating language to content or classroom practices), teachers can apprentice students into the dominant discourse. Once they are part of the discourse, as Delpit claims, they can change it, as Discourse is dynamic and malleable (though it is also stubborn and persistent).

I remember learning that English was the third language of author Joseph Conrad just after reading Heart of Darkness. This new information allowed me to put my finger on why the language of the book is so powerful. Conrad was able to pick and choose words with an outsider’s perspective, objectively. Critically taught students have the same potential, though some objectivity may be lost. Students taught in this way can be selective with language, manipulating it depending on the situation. Students without such education—even those who are part of the Discourse—are at a disadvantage, because they have available only that one perspective and the language within it.

Picture from Amazon.com

Other resources that helped formulate these opinions are:

Photo from Amazon.com

                                                                                              

A Look at Program Models and Their Benefits and Problems

In the past, ESL programs have operated according to a deficit model and thus have operated and defined themselves only in terms of how long it took students to learn to speak English—to fix the problem. As research builds, however, the benefits of additive bilingualism can’t be ignored, and programs operating according to an enrichment model—wherein all students are viewed as resources—are increasing (Ovando & Combs 2006).

Program Models:

·         ESL Pullout:

o   Problematic because it is the most expensive (hires specialized teachers), most common, least effective; denies access to core curriculum, no instruction in first language, students are stigmatized

o   Still used because it is institutionalized and difficulty to change

·         ESL Content/sheltered instruction

o   Problematic because students are still segregated and may be viewed as remedial

o   Beneficial because lessons have both content and language goals, which makes learning both more interesting and retainable; teachers are trained in SLA and use specific strategies; bridges from ESL to English content

·         Newcomer programs: a 1-2 year transitional program offering familial social services, support in first language, ESL and content instruction

·         Transitional/early-exit: academics are taught in first language for a brief time (no more than 3 years), with a transition to English ASAP

o   Problematic because it doesn’t provide sufficient time to learn academic language; segregated, seen as remedial; the push to have students instructed in English leads to watered down content

o   Beneficial because there is native-language support

·         Maintenance/late exit/developmental: content area instruction in both languages

o   Problematic because it often discontinues after elementary school

o   Beneficial because it maintains first language

·         Bilingual Immersion/two-way bilingual/dual language: begins with 90% of instruction in minority language and increases over the elementary years to a 50/50 split

o   Beneficial because both languages are valued; English-speaking students acquire a second language; minority language is maintained

o   Problematic if neither of the languages is the child’s first languages; usually isn’t continued after elementary school; difficult for transfer students in upper grades; requires teachers in both languages

A great resource for EL teachers: http://www.imaginelearning.com/blog/2011/06/the-benefits-of-dual-immersion-education/

Socio-political History of US history of English Learners in Education

Looking back on the timeline of the educational history of ELs in the US shows a pendulumatic shift that is mirrored only by politics in this country. This is no coincidence. Rather, it is evidence that the education of language-minority citizens (and non-citizens) is collateral in an ongoing political battle between a dominant majority and an oppressed minority, and their sympathizers. Despite research that consistently shows the benefits of dual-language education for all students, and teachers’ and families’ insistence that bilingual education is what they want for children, the American Discourse that a single language unites us, and that learning English as quickly as possible can only benefit linguistically diverse students often controls the legislation at national and state levels. Thus, as a nation or state, we enact blatantly racist (propositions 187 and 227), or biased (No Child Left Behind) laws that disrupt the appropriate education of language minorities decade after decade.     

How I have learned about other cultures throughout the travel seminar

There are several ways in which I was able to learn about other cultures throughout this seminar. An amazing amount of depth was packed into one short week. The most profound elements for me were the lessons taught by my peers, the documentary Harvest of Empire, and the afternoon at Crossroads urban center.
The lessons that were taught in the class were amazing. Constructing our own knowledge the way we did for each one made the content relevant and personal. After learning about the theft of Mexican land in the Mexican-American war, the Mexican's war for independence, NAFTA, and the problems of Mexico today, especially with education, I have the background knowledge to further my own learning, and to include elements of this history in my curriculum as I develop it.
The contextual information these lessons provided, in combination with Harvest of Empire, also allows me to better understand the poverty facing many Latinos, whether in their home countries or in the US. I had a general idea about America's exploitation of these countries, but did not understand how deep it went. This knowledge gives me the impetus to do more for my students of color. I always had the mentality that I would do whatever I could to reach all students, but I now see that for many families, social resources will be valuable to know about and share.
It is for this reason that I appreciate my visit to the Crossroads Urban Center. I learned about dozens of resources that I never knew about before. From legal services to emergency diaper supply, this facility provides the services needed when a family is in crisis. Additionally, there resource wall provides contact information for all kinds of services. So, even if a family is not in crisis, but still needs help there is probably a number there that will help them. I grabbed a brochure for each one to add to my teacher resource file.
There were many other ways throughout the class that I learned about the [mostly] Mexican culture. Beyond this valuable, but discrete information, I learned even more valuable lessons on how to learn about other cultures. These avenues are spelled out in my padlet wall, and include genuine conversations, learning  another language, professional development, and getting to know the community. I am excited to employ these methods and look forward to the deeper connections they allow with students and families.