expectations for all students, and nurture their native language as well as their second language, the students will be successful. The program consisted of 2 classrooms. During the school day, 50% of the time the students are learning in Spanish—listening, speaking, reading, and writing. And the other 50% is spent learning in English. The English class teaches English/Language Arts, Math, and Social Studies. The Spanish class teaches English/language Arts, Science. The English teacher is not allowed
surprising. Science has become a major challenge for bilingual students at the elementary school level particularly those in fifth grade who are scheduled to take the Science STAAR (in the past the TAKS) for the first time. In the schools I taught, many students struggled with the Spanish version of the test. Teachers and administrators claim that the reason for the students’ failure is the vocabulary. According to them, the Spanish version contains science terms that are too sophisticated which
determine my favorite teacher over the past sixteen years of my life, I went through every grade of school searching for the best academic teacher I had. I loved some of my math teachers and some who taught English, but I could not find the one teacher that stood out above the rest. However, similarly to how most writers find their inspiration, when I was having a random conversation with my family one day, I found myself rambling on and on about how fantastic a certain teacher was. I had not even
Accommodations for Grade 6 ELL Students By: Paige Scott Background and Concerns The following is a case study involving a 6th grade student, whom I will call Johnny. Johnny moved to the United States from Honduras one year ago. His native tone is Spanish and he speaks very little English. Other than his birthday, which is October 25, 2002, and that he lives with his mother and four brothers, Johnny’s teachers and peers do not know much about him. Based on teacher observations and daily interaction
bilingual students to accomplish academic success and to facilitate academic support, and finally to promote each student 's sense of self-worth while, at the same time, enhancing his or her familiarity with key cultural factors. Language is part of the culture and culture was described as a capital that gives identity to each individual. Therefore, it is essential for us as educators, to understand the importance of culture and language of the immigrants or bilingual students, especially Spanish speakers
knowing Spanish was a given since most of my family speaks it. Although this is the case, I never used Spanish with them because they can understand English. For this reason, I only knew the basics and couldn’t hold a conversation with it. My parents always wanted me to learn more Spanish and perfect it in order to have a better future. I never saw the point of it until I was placed Mrs. Garcia’s Spanish level 1 class. The first days of class I had zero motivation into learning Spanish but as the
Spanish is a huge part of the Texan culture, and this is evident when I look around and see the translations for Spanish speakers. Translations like advertencia (warning) and baño (bathroom), or sights like the battle of San Jacinto and the Alamo are impacts from the Spanish. When I found out I had to take a foreign language class in high school, I figured Spanish would be the best. I have never even vacationed outside the state of Texas, which leaves me with a lot of Texas culture. However, I still
years of school, I had always wanted to become a teacher when I grew up. It was not until my friend, Michelle Martino, began telling me about the wonderful program she is in at Southern Connecticut State University for Spanish Secondary Teaching; it was in that moment that I realized that teaching Spanish was where my true passion was. Because of this epiphany, I decided to tackle another independent performance project focusing on teaching Spanish. My original concept was to only do so at NBIS
When I finished junior high school I enrolled in a training program to teach elementary students in some of the most remote regions of Mexico. I was excited about the prospect of teaching reading, writing, and mathematics to underprivileged students in areas of my country that needed education more than anything else to bring them into the modern era. I had seen the difference a few good teachers had made in my life. It was one of my earliest ideas to help the youth in my country rise above the
1. Explain why you would like to participate in the SAU Guatemala Semester. As a Spanish minor, I am required to study abroad in a Spanish speaking country for at least three weeks, however, I want to spend an entire semester in Guatemala. The reason for this is because I believe that the best way for me to learn the Spanish language is to be immersed in it as much as possible and for as long as possible. I am also beyond excited to participate in this once-in-a-lifetime opportunity so that I can