Reflection Of A Group Leader Trinh

In the case of ELLs their culture and identity are considered constraining factors with respect to academic challenges, but scholars feel that these are due to non-recognition of native cultural dynamics (Gay, 2000; Ladson-Billings, 1995). However, if these aspects are utilized it can contribute to a better learning experience in terms of language and other academic areas. The native cultural background and its linkage has the capacity to motivate and ignite interest in ELLs and it can provide the platform which would facilitate learning new skills and academic content. Research has also shown that measures to improve language skills of ELLs often neglect the interconnected dimensions of the culturally and linguistically diverse (CLD) student biography. In particular, understanding the sociocultural, linguistic, academic, and cognitive dimensions of ELLs is helpful for educators in order to attain higher standards of language proficiency and academic success (Perez and Holmes 2010). For instance, a teacher reflects on her personal experience in these words:

Many of their learning needs are similar to those of other children and young people learning in our schools. However, these learners also have distinct and different needs from other learners by virtue of the fact that they are learning in and through another language, and that they come from cultural backgrounds and communities with different understandings and expectations of education, language and learning”. (NALDIC, 1999).

“What it takes for English Learners to Succeed?” is an article written by Jana Echevarria, Nancy Frey, and Doug Fisher that illustrate concepts that will allow English Learners to become fluent in English. The purpose of this article is to discuss four accessible teaching practices that will allow English Learners in U.S. classroom to become academically successful and attain fluency in English. To clarify, the authors use access, climate, expectations, and language instruction as the practices that will eliminate education inequality and enable students to be able to fully participate in rigorous course work without excluding English Learners. Ultimately this provides an approachable school reform, creates additive integration of multicultural perspective and approach and lastly brings a way for language diversity to be seen in the classroom.

Literacy, literacies and multiliteracies bears various meanings to different people. Some believe that literacy is developed by cultures, while others believe that literacy and cultures developed an individual. There are single and multiple definitions of literacy, literacies and multi-literacies. Based on research, literacy is very important and continues to be developed through our rapidly changing world. Throughout this essay, we will focus on views of literacy, literacies, and multiliteracies and how their different meanings affect our approach to teaching literacy.

The SUNY is a diverse university which has around 43% of minority students, including Hispanic/Latino, Black or African American, Asian/ Pacific Islander, ESL, and international students. Those students often encounter difficulties in English listening, speaking, reading, and writing, and understanding the Western academic culture, especially for ESL and international students. Since I received the professional training in teaching English to speakers of other languages (TESOL) in the Master’s and Ph.D. programs at the Ohio State University and have English teaching experience to diverse learners in EFL and ESL settings for around 9 years, I would like to help those minority students at the SUNY Oneota understand the Western academic culture, overcome academic difficulties they encounter, and improve their overall English competence. Helping those minority students is my short-term career goal. My long-term career goal is to increase K-12 content and ESL teachers’ and

Therefore, if the goal is to teach English and have the students gain the necessary knowledge that their monolingual peers possess, knowledge that consequently allows them to pass the standardized tests spoken of before, changes must be made. Cummins (2009) argues that we must move away from this direct method mode of teaching, where students’ L1s are not only “banished” but also invalidated, to a true bilingual approach that acts to, “legitim[ize] students’ L1 as a cognitive tool within the classroom [and] challenges the subordinate status of many minority groups and affirms students’

Misty Adoniou, associate professor in Language and Literacy, tutor’s schoolteachers on how to appropriately educate children when it comes to literacy and using distinctive languages. Adoniou’s reading “Improving kids’ literacy - a little knowledge can go a long way” is about informing teachers on how to accurately demonstrate the parts of learning and developing all the right reading and writing skills to be intellectual and socially capable, as language is used to communicate.

By now one should not debit on the language course language has changed over time. In this essay, I’m writing out a response to Young. To just give, you give a hard up Young is reported to Stanley Fish’s article from the New York Times titled “what should College teach? In Fish pace his talk of the need for standard English and it's important, he talks about the need of knowing all the English roles and Grammy, when it comes to Young he disapproves of the school teachers one English yet at home people speak something different, young toke his agreement to the next leave by writing is responding in Dialect and not bracing all the English Grammy roles. Young argument is that not even the highest educated people in the County follow off the English Grammy roles

Throughout my educational career, I have been taught English from a dominant perspective that ignored issues of class, race and gender. I have witnessed many students, including myself, become disinterested in great works because there is no personal connection to the texts. My hopes are to widen the paradigm so that more students can become interested in English and see how reading, analysis, and writing can develop not only one’s understanding of their society, but also themselves. I acknowledge that every student works and thinks differently; therefore, it should be the teacher’s responsibility to provide necessary resources that will develop each individual's their composition skills accordingly. I often tell myself, “I am teaching for the students who do not want to be there in the classroom”. With disengaged students in mind, I want to push myself to provide a learning experience that is pluralistic, informative and inspirational. Teachers should see their role not as expert, but as someone engaged in reciprocal learning and dialogue with students. To appeal to disinterested students, teachers must explain how writing and rhetoric is necessary in all fields by explaining how English cultivates strong communication skills, which are necessary in everyday life. A teacher's goal should be to motivate students to begin a personal exploration toward effective, ethical

This week consisted of me leading groups twice, doing an intake assessment with a client and participating in the documentation. During this week I also got to interact with new clients and discuss some of their current goals, this time even assisted in my process of working through with them about what goals are the most important currently in their lives. The first group didn’t go well because I had one individual being disruptive and searing a lot, the other client in a group didn’t have a chance to talk, and we had to end group early. During that time, didn’t handle the individual well and it was a good experience for me dealing with demanding clients. One of my classes I’m currently taking discusses this week the aspect of stepping out

Out of the many course objectives listed in the syllabus the one that I am confident in that the class succeeded is designing and implementing a group activity and co-leading that group. Throughout the semester we were given exercises conducted by the professor with duration of 45 minutes, this included occasionally a warm-up, the activity itself and a post discussion. The primary goal of the class was to take these exercises and layout into consideration when devising our own activity for our wellness group (Getting Through NYU!) based on our needs assessment results. With a partner we had to choose a problem that the class required help with, for example: time management. We use that topic to develop an activity that would assist the group members to become better time managers and list three short term goals that we think the members will be able to demonstrate by the end of the session, followed by one long term goal. Everyone developed professional, imaginative and organized activities. From what I observed the partners also worked cohesively with each other and shared their responsibilities, presenting effective co leadership skills.

Educating with a multicultural perspective supports gratefulness and the comprehension of different societies and in addition ones possess. Look into demonstrating that kids take in a moment dialect all the more effectively on the off chance that they participate in important exercises that incorporate utilizing the second dialect along these lines the educational modules ought to urge kids to talk read and compose the second dialect in significant ways. Kids and in addition grownups are as a rule, effectively impacted by the generalizations and one-sided perspective of society that exists in our schools and the media. Concentrate on exercises that highlight the similitude and contrasts of every one of kids' lives. For one thing pretending can be used as a procedure for growing new points of view on culture and ways of

English is my native language. Aside from foreign language classes in high school and college I have never experienced dissonance between my native language and the dominant language in America. For the purpose of this interview, I created three main research areas related to learning about the ESL learners experience and how it aligns with course literature and concepts. The areas I was most interested in were: their transitions from their heritage language to English, their education experiences from early childhood up to adulthood, and finally how they view language and identity. Some examples of these questions include, “Can you tell me about your early experiences with English?” “How closely does your identity and language align?” and

Demonstrate the breadth of your understanding of the diversity of English across time, geography, culture and class and explain why it is essential for teachers in the 21st Century to be aware of ‘multi-literacies’ and language variation.

In a country, full of many different languages, nationalities, and cultures, it is known that many of them are in the process of learning the English language. Which isn’t an easy task. They not only learn to speak the language, but strive to learn to read the language. They deal with man struggles. However, there are many benefits. Those benefits include, but are not limited to, having a knowledge of diversity, a polycot brain, motivation and drive, and job opportunities.