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
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
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
second-grade classroom. The teacher teaches the English Language Arts and Math review for two classes of 25 students in each class. The students are seven and eight years old male and females of Caucasian or Hispanic backgrounds. There is 90 minutes of teaching 4 days a week and 60 minutes of teaching day a week. The students are in a Spanish Immersion Program and learn Math in Spanish with the Spanish teacher. The district I am doing my demonstration teaching in has a Spanish and Chinese Immersion,
that was experienced was the students being switched during the middle of the year and thus the classroom becoming all spanish instead of 80% Spanish and 20% English. Another issue that I struggled with during the internship was that the cooperating teacher truly only wanted myself there to help with the cleaning and with little situations when needed. Although I tired to be hands on It felt as though I was limited to what I could do in the classroom without the teacher telling me to do something that
I knew that I wanted to teach since I was in elementary school, when a new student, who had just arrived from El Salvador, needed help because he did not understand a word of English. I was the only student in the class who was a native Spanish speaker and because of this, I was asked to sit with the student for the rest of the school year, to communicate with him and to help him learn English. I have always enjoyed helping others, but I have never felt greater happiness than being able to witness
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
preservice teachers should be prepared to work with diverse students in the classroom. Preservice teachers should have the opportunity to engage with students about sociocultural and sociopolitical aspects of language, identities, and culture to English Language learners in the classroom. The article gives two personalized experiences of English Language learners which reflect linguistic diversity into the curriculum which helps teachers develop strategies that meet the needs of these students. Education
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
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