Spanish Teaching

At the beginning of this case study I did know any students that were ESOL. However, after talking to friends about my predicament, they began to give me suggestions and I was able to get two students to use for the case student. Originally, I hoped that I would have

Sammie MacAffer Christine Robinson Coon ENGL 1310.050 23 October 2017 Ethos and Pathos in “Aria” Bilingualism is the ability to communicate in two different languages. Bilingual education is the use of two different languages in classroom instruction. According to the Encyclopedia of Children’s Health, and many other researchers, “languages are learned the easiest

As a Spanish teacher, I believe the purpose of education is to learn so you can go out into the world and survive. Being able to communicate, have teambuilding skills and self-direction are the foundations of learning. My goals for teaching Spanish is that the students know how to communicate effectively. I do not want them to list off vocabulary but be able to apply it to a real world context. I want to teach Spanish because I love the idea of another language with the cultural aspects. Students learn best by doing, they can do worksheets but I believe students doing things hands on, crafts and interactive activities will help them acquire the language easier.

Ms. Tate is very fluent in Spanish and feels that knowing that language has helped her in becoming a more effective teacher the Latin Americans ELLs. She can tell if a student has some hang ups in the English language and therefore can recognize where the problem lies. She can see if they are not getting a certain language pattern and why, then she can compare the two languages and focus on how to get through the barrier by explaining the differences between the two patterns. Tate also says using the Krashen method where there is more comprehensible input and not everything is based on output produces better results than when she taught before and students had to listen for a long time before producing anything. She loves the curriculum we have: Sopris, Direct Instruction for true Spoken English. It is based on Krashen and gives comprehensible input in repetitive patterns in small doses. It runs

Online Spanish Classes! Spanish is the most common second language in the world and the most popular language taught in the United States schools. One reason it seems Spanish is the most popular second language, is over 20 countries claim it as their first language and over 400 million people speak

This year I will be helping out at the primary again, and I will also volunteer to be a translator for the parents. The only difference being that I will actually be more one-to-one with a 2nd grader, helping learn her English. I was overjoyed when I was offered this opportunity, I couldn’t wait to get started. I also couldn’t wait to get started with a new project I started at school. The step forward that I took was that I started my own program at my school, the unique factor being that it’s a spanish based after school study table. The goal of the program is to help out the students who are having trouble in class because they don’t know as much English.

101). Emergence into a new culture requires courage, toppled with humiliation. Despite the energy or the will, unfamiliar territory/language and events present unrelenting and unavoidable tensions. Hispanic students encounter teachers who fail to support them in maintaining aspects of their cultural identity. For some ELL students honoring and respecting another’s culture may diminish some of the struggles these students face.

Application Week Four Ernestine Brodie Walden University According to Gleason and Ratner (2013), “In the United States, the proportion of children who are raised learning more than one language is estimated to be about 20 percent, with Spanish becoming the most common second language (Gleason & Ratner, 2013, p. 75). My interview this week was with a teacher, Mrs. T, who teaches young English learners. Mrs. T teaches children who are in the first grade. Because the school has a growing Hispanic population, the native language of the children she teaches is Spanish. The interview took place in her classroom during the last hour of the school day. I observed as she worked with one of her students in particular who seems to

“They are your kids, not mine!” The typical excuse content area teachers will say to the ESOL teachers when any issue arises regarding the education of the emerging bilingual students. The truth is that everyone in the school building, including content area teachers, office personnel, and administrators, should be involved in educating the emerging bilingual students, not only the ESOL teacher. Content area teachers need to be aware that if the students are not proficient in the new language, they will have challenges in all the content classes. Even in the Common Core Standards, the expectation is for teachers to develop not only their content area, but at the same time improve the academic language. One reason is that since the Common

I interviewed an Instructional Aide that I work with at Cottonwood Elementary. Her name is Marcela and she works with the Kindergartners. She moved from Argentina to New York when she was 3 years old and her first language was Spanish. Her mother put her in preschool when she turned 5, to help her learn English. Marcela shared with me that when she went to school she felt very sad, disconnected and was constantly looking for other children that spoke Spanish. She did find a girl who spoke Spanish and she became “buddies’ with her. The girl that she befriended would help her by translating everything the teacher would say, which was all in English. Marcela said she was speaking English by Kindergarten, but she must have had a strong accent because they put in her in speech

My first observation took place in a third grade classroom of twenty-two students. All students were of Mexican descent and labeled as intermediate/advanced English language learners. The classroom environment itself was very warm and welcoming. There was a bulletin board that displayed pictures of students and their families along with autobiographies. There was another bulletin board dedicated to celebrating Mexican culture and people. The teacher was a Caucasian women in her mid twenties with three years of teaching experience.

There are two Educational philosophies that Rodriguez had utilized in his younger years. The philosophy of supporting Bilingual Education was to help Students acquire the skills of a classroom crucial for public success. Supporters would report that children miss out a great deal by not being taught in their family’s language. “They say that children who use their family language in school will retain a sense of their individuality- their ethnic heritage and cultural ties” (Kindle 6236-6237). Supporters would also say that children will have a sense of individuality that retains their family’s language. Giving children something to feel different and have something special. “But then there was Spanish. Español: my family’s language. Español: the language that seemed to be a private language.” (Kindle 5982-5983). Rodriguez shared how it was hard fighting between assimilating to American culture and keeping his connection and heritage alive within him.

This quarter I am continuing my observations with Heather Cyrus from Barbour Dual-Language Immersion Academy. She is a unique second grade teacher for Spanish and English speaking students. In my prior fieldwork assignments, I have not met another teacher who has been so ahead of her peers in evolving the

Ayleen Garcia 1 A/B Teacher: Ms. Zapata Where: Seabourn Elementary Time: 4 hours 50 minutes My observation purpose this week was to find out from my mentor how many ELL students were in her classroom. Ms. Zapata has thirteen students that are ELL (English Learning Learners), which concludes with it being her entire class. Furthermore, Ms. Zapata plans her lessons by having certain days where it’s Spanish day for two days and English days for two days as well, gathering this from a Bilingual Program her class is in. Although, on Friday it is a half day for English/Spanish. Resources are practiced in both languages so students are able to understand properly, there are times that students work one-on-one with Ms.

Introduction English language learners and partnerships with families, communities, teacher preparation, and schools is an article within the Handbook of Urban Education written by Ana Christina Dasilva Iddings, Mary Carol Combs and Luis C. Moll which focus on creating partnerships with families, communities, teacher preparation and schools to help English Language