Blog Entry 4

            Upon enrolling into this course, I thought this was just any other second language class that will teach us about diversity in a classroom. I assumed that I had some background knowledge on this because I am an English language learner myself when I was younger. Once I started interviewing, observing, studying, watching blogs, and researching I came to realize that I barely knew the foundation of what it actually takes to teach, assess, and understand English Language Learners. I learned about different accommodations, or modifications are intended for English language learners so it could make up for a student’s lack of proficiency in the language, like giving them extra time, oral interpretation of directions, or have the native language version of the test. I also learned about additive bilingualism, this is very important all around to me and also to other ELL teachers that I interviewed as well, it’s important to make sure that English is added to the student’s language instead of replacing their native language. In this course, I’ve learned the very importance of keeping both languages because it is hard sometimes to be in a classroom and forced to only speak in one language. That was what happened to me, sadly, I am not as fluent in Vietnamese as I was about ten years ago. Even when I was in a Spanish classroom in high school, I remembered learning English but I did not notice the intention or research behind how the Spanish Classroom worked. I did not notice the word walls, the repetition of words, and grammar rules.

            There are many different English language learners in the world today compared to America years ago. Different strategies and techniques have evolved from good amount of research and practices. At first, I thought all ELL were similar and that all they really need to do was learn English, but that is not how it is at all. All ELL students do not learn in the same way. In order to reach all your ELL students, you must get their background, history, and do your research to see what would work best for them. Once you see where they are coming from then you can implement those methods in the classroom. Teachers have to keep in mind that not only do the ELL students have to learn content and knowledge but they also have to learn a whole another language and some of these student’s parents might not even know or understand English either. That is why it is very ideal and important to provide differentiated instruction so it could reach all your student’s needs, some strategies such as visual aid, graphic organizers, slowing down your speech, annunciating certain sounds, conversation, peer teaching, and one-on-one interaction.  

            Second language methodology, has affected my teaching philosophy in a way where I am definitely more open minded. Since I do teach at a Title One Elementary school that consist of 90% Hispanics, I could connect what I learn in this course to my actual student teaching. This course has taught me not only about ELL students, but also about ALL students. Each and every student learn differently and it is our goal and duty as a future educator that we are able to give them the knowledge that they need to be successful in school and in the future. Even if we’re dying to teach the same old method, sometimes teaching a new method could even make our life a struggle, it is even more rewarding to see their faces light up knowing that what we taught them actually clicked in their minds.

            The blogs was very helpful for me and interactive. I liked to keep up with my fellow classmates and listen and watch their journey. I was able to get insight on different ELL teacher’s teachings and philosophies. I loved to learn what method worked or did not work for them in the classroom. Overall, the course was informative and I found myself talking about what I learned in this class to other teachers at school.