Richard Rodriguez, in “Aria: A Memoir of a Bilingual Childhood,” demonstrates how a child should be taught in school when he / she is a non-English speaker and the changes Non-English speaking families face when they move to the United States: by describing his school experiences, by describing his beliefs in bilingual education and by describing how his relationship with his family changed. Firstly, one example of Richard Rodriguez school experience was when he first recognized the difference between classroom language and the language at home. He noticed that at school, the teachers addressed the audience in a general term and that the point was meant to make oneself understood by others.…
Over the course of weeks nine and ten, there was a substantial amount of reading material that touched on multiple different, interesting topics. In week nine, we started by reading chapters three and five in the course’s primary text, Educating Emergent Bilinguals by Ofelia García and Jo Anne Kleifgen. The selection from chapter three touched briefly on the history of educational policy surrounding ELLs, with examples including how Brown vs. Board of Education, Lau vs. Nichols, and other landmark legislation, such as the Elementary and Secondary Education Act (ESEA) influenced modern educational policies. Chapter five gets into the level of equitability of different bilingual language practices in both educational and non-educational settings,…
Aside from the adjustment that she had to make when participating in extracurricular activities while maintaining her academic performance, there were a few things that she did when doing her work, that was different than the way we (mainstream American students) interacted with it. I will never forget her mini laptop looking translator! She used it a lot, especially in classes like biology and English, when a lot of the words that were being taught were not words frequently used amongst she and her peers. This translator helped her a lot because she was able to decode the meaning of words without having to constantly ask the people around her. She would type the word in English into the translator and in turn be given the definition of the…
Barriers to participation refers to anything that prevents the pupil from fully participating in activities offered by the setting or service. Physical barriers: Lack of access, perhaps in the form of ramps or doorframes that are not wide enough for wheelchairs, any disabled toilets or lifts where necessary, lack of equipment or resources such as hearing loops, information in braille. Language can be a barrier, if understanding or support for a child who’s first language is not English is not available this will hold them back. Amendments made to the Disability Discrimination Act 2001 required all schools built from 2001 to have physical access for all pupils.…
Aims and importance of learning provision for numeracy development All teachers need to understand importance of numeracy development and take responsibility for promoting that learning. Numeracy is a skill for life, learning and work. Having well-developed numeracy skills allows children and young people to be more confident rising their self esteem in settings and help them enjoy different activities. For these and many other reasons, all teachers have important parts to play in enhancing the numeracy skills of all children and young people.…
Multilingual speakers can communicate with others in different languages. "Burning Each of the Candle: Negotiating Dual Identities in Second Language Writing" by Soo Hyon Kim and "Negotiation of Identities in Multilingual Setting: Korean 1.5 Generation in Email Writing" by Kang express multilingual speakers’ identities. Kim feels confused because she can use two kinds of languages, and different languages makes her has many identities. Conflicts of different identities cause her complications. Compare with Kim, Kang does not care about the conflicts of identities, she pays attention to the choice of languages.…
Even though one common language is important in the connection of this country, the other languages must not go without value. Even though there seems to be a popular “American” culture, the other cultures and values must not go without consideration. All deserve fair representation and opportunities within the public schools as well as in everyday life. As Herschel T. Manual states, “We must courageously attack the difficult problems of building a united community and adjusting education to the needs of children who come to us with differences which challenge our best efforts” (Manuel 639). Through bilingual education, students can feel value in their native language and culture while simultaneously learning English.…
The case of Lau v Nichols involved non-English-speaking students of Chinese ancestry in the San Francisco, CA school district. Of the 2,800 non-English-speaking students, about 1,800 did not receive specialized English language learning instruction (Summary of Lau v Nichols 1974). This prompted the students not receiving additional English instruction to file a class-action suit against the officials of the San Francisco School District (Summary of Lau v Nichols 1974). Both the district court and the Court of Appeals affirmed the position of the San Francisco School District that they were not required by law to provide English Language Learner services to non-English speakers. The Court of Appeals held that every student brings their own unique background, skills,…
On the other hand, students that belong to the majority language generally experience additive bilingualism since the school language is added to their native language (Lambert, 1974). Garcia (2009) suggests that bilingualism should not be seen as the additive (the balanced wheels of a bicycle) or subtractive (unicycle) models, but rather as an all-terrain vehicle that it is used by persons to adapt to the uneven topographies of communication. Current research developed by Garcia and Kleifgen (2010) proposes that bilingualism is ‘dynamic’ instead of linear, and that under this perspective languages should not be seen as independent systems that individuals possess, but as practices used by them. According to Garcia and Kleifgen (2010), “Dynamic bilingualism refers to the development of different language practices to varying degrees in order to interact with increasingly multilingual communities” (p. 42). Consequently, effective instruction for ELLs should be built on the full linguistic range of the students and also should include practices that are multiple and hybrid, and support the dynamic bilingual practices used by bilingual individuals to create knowledge and understanding (Garcia & Kleifgen,…
Linda Smith Katonya Jackson Cultural Broker- Mexico Languages, scripts, and naming practices Spanish is the official language of Mexico. The parent we interviewed stated that Spanish is spoken at home and church. When at work, the parent speaks mostly in Spanish but has to talk in English as well.…
My school is a public school in New York City that educates students in grades K-5. Approximately 1,400 students attend the school and about 240 of these students are second graders. The ethnic background of the students enrolled in this school are the following; 65% Asian, 33% Latino, 2% White and 1 % African American. Out of the total number of students in the school, 837 students are ELLs. This school has a Dual Language program, in which instruction is provided in two languages in order to foster the students home language as well as English.…
Culturally and Linguistically Diverse Students Sometimes as a teacher, we often do not know how to teach the culturally and linguistically diverse students in our classroom. It could be because we do not know that much about diversity and we do not care to learn about the students’ backgrounds. It could also be, we are used to the way we teach and we do not want to change our instruction. As an educator, our main goal should be to teach and think of the needs of all our students, this includes the culturally and linguistically diverse students that we may have. One way to do this would be by implementing the CARE program into your classroom.…
Native to a small city in China called Huangshi, Tony moved across the world to Maryland when he was 5. A small (2.5 million inhabitants) humid municipality and a unique childhood introduced him to a certain variety in life. Although, born in China, Tony’s parents were native to a small village in the Philippines. Since their professions required them to move to China, they spoke Filipino at home.…
1. What are the advantages of teaching ELLs in their native language? And what might be some disadvantages? Teaching ELLs in their native language provides them with a solid foundation and easier development of language, enhanced thinking skills, and concepts that are clarified and organized. In addition, students are able to think in more abstract ways and because they are learning math, science, and social studies, as well as reading, in their native language, background experience is being developed.…
Reflective summary Language learning and teaching course is a necessary course for everyone interested in the field of teaching English as a second language. This course provided me with theories and explanations in how human acquired the first and second language and what factors can affect their ability to acquire the language. There are three theories that have been described first language acquisition. Behaviorist approach insists that language behavior is a production of correct response to a particular stimulus. Functional approach focused on the social interaction while the nativist theory insists that we are born with the inner ability to understand and developed language.…