Philosophy Statement

Haley Gibbons

EDBL 603

Dr. Meesuk Ahn

Philosophy Statement

Benjamin Franklin once said, “tell me and ill forget, show me and I may remember, involve me and I learn.” When I hear this quote, I immediately think of how I would like to build my teaching philosophy.

I believe that every classroom has its own unique community. Within that community there is a wide variety of different personalities, motivations, religions, and cultures. That is what makes it so unique. So, we know that each student in the classroom is different in many ways, why does that matter?

A culturally responsive classroom is what makes a classroom whole. However, I believe instead of looking at the classroom as a whole, looking at each student individually is where the success happens. As a teacher of bilingual students, we are prone to diversity. It is my duty to understand each student individually. This means understanding their background, culture, family, religion etc. By doing this, I am opening so many doors.

I believe when you pay attention to each student individually, it gives them a sense of comfortableness in your classroom. It also gives you, the teacher, the opportunity to learn their motivations. The benefits that come from this mean a high level of student engagement, which in turn usually leads to a higher level of success.

I also believe that finding out about each students’ culture and background gives myself the opportunity to include my students into content and curriculum. An example of this is, including a particular student’s family or favorite sport into a world problem, or having books that correspond with another student’s culture.

This type of teaching is useful particularly when teaching English language learners. These types of learners thrive off relation and engagement. One big rule that I have learned to stand by when teaching ELL’s is not to abandon their first language. It is so important to keep that first language current and, in their dialect, every day. Without the first language, content becomes harder for the student to learn in both L1 and L2.

Throughout my observation experience, I have seen this philosophy of teaching firsthand and was able to view how well it worked for both the teacher, student, and families. The teacher I observed believed in heavy family involvement. She explained to me that the more involved the families are, the more motivation the student has, to excel academically.

One method that I observed that I want to bring into my classroom one day is “All about me notebook decorating”. The students in the class were all asked to bring their writers notebooks home in the beginning of the year to decorate them reflecting on themselves, their families, their cultures, and backgrounds. They then brought them back into class and each student presented their notebooks showing the class all about them. The students got very creative and added pictures of them playing their favorite sports, pictures of their home countries, their families, pets etc. They had a blast with this, and it really gave the teacher and the rest of the class a look into each other’s lives outside of the classroom.

Connecting to your students and making the classroom a safe, comfortable place for each and every one of them is such an important part of being a teacher. I believe going beyond teaching and becoming a mentor and confidant for my students is what I have learned through this class that I definitely want to bring with me to my future students.

References:

Dominguez, H., LópezLeiva, C. A., & Khisty, L. L. (2013). Relational engagement: Proportional reasoning with bilingual Latino/a students. Educational Studies in Mathematics, 85(1), 143–160. https://doi.org/10.1007/s10649-013-9501-7

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Reading, Reflection, and Connection

Reading, Reflection, and Connection

Haley Gibbons

Dr. Meesuk Ahn

EDBL 603

Key Concepts About Each Story

The important concept about each story in the book is that even though the authors faced numerous language, communication, and cultural barriers while settling in the United States, they did not abandon their identities. They also faced difficulties trying to learn and express themselves in English. In “Prospectus,” Nieto writes that he slept on the floor, walked barefoot, and went for sleepless nights, and only hoped that one day he will learn to speak in English (Ana, 2004). In the poem the “Learning Silence” Gillan narrates how she learned to be quiet because she could not speak in English while in class. In “The Girl Who Wouldn’t Sing,” Quan says she soon realized she could combine her Hong Kong and American cultures and identities without having to abandon the other. Nana Veary narrates how she has been proud all her life while identifying herself with her Hawaiian culture in “My Hawaii.” In “Mother Tongue,” Amy Tan writes that her mother thought it was natural for a Chinese immigrant to speak “broken” or “fractured” English in the United States. Even though she thought she was fluent in English, only 50 percent of the people she conversed with could understand her while the rest did not at all.

Critical Reflection on the Stories

The stories I have read from the book reflect the challenges English as a second language (ESL) speakers go through when they migrate to the United States. ESL speakers often face difficulties learning and speaking English in their early years of migration. Multilingual speakers enrolled in both private and public schools face numerous problems as they try to make friends or fit in the classrooms. As Gillan narrates in “Learning Silence,” many second-language speakers remain silent in class because they fear they will be embarrassed by their peers or teachers because they cannot communicate in English (Ana, 2004). This trend negatively affects their psychosocial development as it lowers their self-esteem.

The stories also highlight the cultural difficulties immigrants face. As evidenced in the book, some of the writers struggled while growing up in the United States because society felt they were not “Americanized.” In the poem “Immigrants,” Pat Mora states that even though many immigrant parents have given their children American names, such as “Bill and Daisy,” bought them blonde dolls, and trained them by speaking in English, they are never sure if mainstream society will accept them as American boys and girls. Immigrant parents also fear that their children may adopt cultural values that go against theirs.

Connections in the Stories

The stories can be connected to the theories we have learned in class. For instance, we were taught the importance of enrolling immigrants’ children in ESL classes to teach them English. However, this practice has its challenges as their parents struggle to balance time between jobs and assessing their children’s progress in school. Most second-language children are not able to cope with the rest of the class for such reasons as discrimination and bullying, which arise from being different culturally. Besides, since public education policies recommend these children to be placed in grades by their age instead of learning abilities, most of them are likely to be left behind if they do not keep up. Education policymakers should increase programs for student learning English as a second language to protect them from troubles that arise from fitting in society, excelling in school, looking for jobs, obtaining citizenship, and raising families in the United States.

References

Ana, O. S. (Ed.). (2004). Tongue tied: The lives of multilingual children in public education. Lanham, MD: Rowman & Littlefield Publishers, Inc.

Research Presentation

Research Paper

Bilingualism, Second Language Learning, and Early Childhood Education

Haley Gibbons

EDBL 603

Dr. Ahn

Bilingualism, Second Language Learning, and Early Childhood Education

Introduction

            The concepts of bilingualism and second-language learning have gained prominence in the age of globalization, technological innovations, and cross-cultural interaction. Notably, globalization and innovations in technologies – especially in transport and communication – have contributed to an increase in socio-cultural, economic, and political interactions of people from different regions. The augmented interaction frameworks resonate with the need for people to learn new languages to improve communication, business interaction, and promote economic growth and development. As a result, the dynamics have contributed to the emergence of the concepts “bilingualism’ and “second-language learning’ which provide a framework for understanding and improving communication between groups exhibiting diverse language affiliations. Bilingualism entails a phenomenon whereby individuals understand and communicate in more than one language (Byers-Heinlein & Lew-Williams, 2013). Moreover, second-language learning incorporates numerous frameworks, practices, and approaches intended to improve a person’s conversancy of a second language (Seker, Girgin, & Akamca, 2012). Another concept evaluated in the research is Early Childhood Education. The early childhood education programs are focused on promoting their understanding, learning, and discernment of basic issues. The study evaluates how past studies address the issue of bilingualism, second-language learning, and childhood education. Besides, the research examines the connection between the mentioned concepts and their implication on learning. The concepts bilingualism, second-language learning, and childhood education are closely interrelated and interdependent as well as important in the achievement educational goals and objectives

Review of Literature

            The review focuses on how past studies have evaluated and addressed the concepts of bilingualism, second-language learning, and early childhood education. The evaluations emphasize the development of the concepts, basic assumptions, implications and benefits on children and adults, and challenges, among other issues. The review is well articulated to provide the reader with a comprehensive and holistic understanding of the research topic and concepts.

            Notably, numerous studies have focused on understanding the concepts of bilingualism and its implication in human education and understanding. One study, Benefits of Bilingualism in Early Childhood: A Booster of teaching English to Young Learners, evaluates the concept from a scientific perspective. For instance, the study asserts that the concept has emerged as an effective framework leading to the spread of the English language all over the world (Pransiska, 2017). The study also examines the myths and misconceptions associated with the improved understanding of more than one language. For instance, it suggests that bilingualism among children resonates with increased cases of mixing language, language learning problems, cerebral confusion, and split personality (Pransiska, 2017). Another study, bilingualism in the Early Years: What the Science Says, evaluates common questions by parents concerning the issue of bilingualism. The study utilizes scientific findings to separate facts from fiction and assists parents in making the rights choices on teaching second-languages to their children (Byers-Heinlein & Lew-Williams, 2013). Notably, the study asserts that bilingualism improves children learning abilities over the course of their education (Byers-Heinlein & Lew-Williams, 2013). However, Garcia rebukes the misconception that understanding multiple languages causes confusion among children (García, 2009). For that reason, understanding the concept requires one to take a scientific approach in addressing the issue. Besides, Chin evaluates the benefits and limitations of bilingualism in student achievement and suggests that the framework assists multicultural societies to foster inclusion, improve student language skills, and promote learning (2015). Therefore, despite the misconception associated with bilingualism, the concepts exhibit numerous benefits for students and learners.

            Moreover, the concept of bilingualism is closely associated with second-language learning. A recent study, Plasticity, Variability, and Age in Second-Language Acquisition and Bilingualism, examines the implication of learning and understanding more than one language relative to age and culture, among other human characteristics (Birdsong, 2018). The study posits that the acquisition of second language and bilingualism is influenced by age factors, which is associated with brain plasticity (Birdsong, 2018). In another study, the benefits of utilizing a second language in learning relative to using native language are examined. Notably, Seker et al. (2012) opine that children receiving education in English exhibited higher processing skills and abilities when compared to those learning using the Turkish Language. The study was conducted in Turkey, where English is used as a second language. From this perspective, learning a second language is considered beneficial for both children and adults, especially concerning memorization and processing skills. Likewise, past literature has focused on the need for parents to teach their children a second-language and push them to become bilingual. One study posits that children need to be taught to distinguish between diverse languages, which contributes to an improvement in learning (De Houwer, 2006). The study also remarks that a majority of children exposed to converse in more than one language tend to gain proficiency in one of the languages (De Houwer, 2006). Similarly, the correlation and connection between second language acquisition and human memory are evaluated comprehensively in Bridging the Gap between Second-language Acquisition and memory Science: The Case of Foreign Language Attrition (Mickan, McQueen, & Lemhöfer, 2019). In this study, the authors reveal that people tend to a foreign language when they stop using it (Mickan et al., 2019). Therefore, understanding the concept of second language acquisition and multilingualism is paramount to promoting learning and communication.

            Besides, Early Child Education (ECE) has emerged as an important concept for understanding and promoting learning and memory processing among individuals from an early age. The study, 2-3 Early Childhood Education Journal Early Childhood Teachers as Socializers of Young Children’s Emotional Competence, provides a framework for understanding the nature and implication of a vast assortment of issues notable in ECE (Denham et al., 2012). Through the study, the author elaborates on how effective communication, language, and emotional understanding promote learning for children aged eight years or below (Denham et al., 2012). A comprehensive evaluation of the outlined factors in ECE provides a framework for developing and improving learning and knowledge acquisition for children. For instance, the study notes that effective communication between students and their teachers contributes to an improvement in the learning process and promotes information processing (Denham et al., 2012). In another study, scholars have evaluated the knowledge acquisition and learning capabilities for children to assist in the development of frameworks intended to promote learning and cognitive growth (Penn, 2014). The study notes that children tend to remember things more vividly than adults, especially concerning memories (Penn, 2014). From this assertion, it is notable that children have improved capacities and abilities to learn, process, and memorize new information. Besides, Birdsong concurs with this assertion by stating the children have high brain plasticity that promotes second-language learning (2018). Therefore, children exhibit high capacities in learning new languages and becoming bilingual.

Relationship between Bilingualism, Second-Language Learning (L2), and ECE

Over the years, an evaluation of the correlation between bilingualism, second language learning, and ECE has provided educators, parents, teachers, and other stakeholders with a framework for understanding and developing policies for improving education access in a multicultural and high globalized word. The research focused on evaluating the connection between outlined concepts in education. For instance, it is notable that bilingualism and second language learning influences ECE. Conversely, ECE also tends to promote bilingualism and second language learning among children. Therefore, providing a comprehensive analysis of the intertwining relationship provides a framework for making decisions and improving learning.

Benefits of Bilingualism and L2 on ECE

            Notably, the aspects of bilingualism and Second language learning exhibits numerous benefits on ECE, especially in regards to cognition, memorization, and information processing. Over the years, studies have noted that bilingualism contributes to a vast assortment of benefits for children, which encompass enhanced communication skills, improved educational performance, heightened cognitive abilities, improved, health, and improvement in individual creativity (García, 2009). Likewise, the outlined benefits are crucial in promoting learning for children aged eight years or below. Consequently, studies have noted that increased cases of bilingualism in children contribute to improved learning and academic outcomes (Pransiska, 2017). For that reason, the adoption of bilingual frameworks plays an important role in the achievement of ECE goals and objectives in the short- and long-term. In addition, learning a second language is a beneficial undertaking for students in diverse education fields. One study found that children utilizing using English as a second language exhibited better information processing processes when compared to those using local dialects (Seker et al., 2012). For that reason, bilingualism and L2 is important in promoting the achievement of ECE goals and objectives, which encompass improved learning, cognition abilities, and academic outcomes.

Consequences Bilingualism and L2 on ECE

            Nonetheless, promoting bilingualism and second language learning among children is associated with an increase in potential negative implications on learning. One common expressed fear of promoting both concepts relates to the perception that teaching the second language to children contributes to increased confusion in terms of cognition and communication (García, 2009). Studies conducted on bilingual immigrants and monolingual children born in the U.S. have contributed to the propagation of such phobia. The researches – conducted in the early 1900s – noted that monolinguals performance better than bilinguals (De Houwer, 2006). From this perspective, teaching children a second language contributes to a decline in their performance and information processing. However, recent studies have refuted such claims by terming them as misconceived and not scientifically proven. For instance, one study has suggested that bilingualism and the study of a second language do not confuse children but rather improves their sensitivity to information (Byers-Heinlein & Lew-Williams, 2013). Considering that, the consequences of bilingualism among children remain in contention between different factions of the scholarly debate. Therefore, more research on the implications of the concepts on ECE needs to be conducted to provide different stakeholders with a coherent, comprehensive, and viable framework for making educational decisions.

The intersection between the three concepts

            Bilingualism, second-language learning, and early childhood education exhibit numerous points of intersection, which is associated with the interrelation and interdependence among the three concepts. Notably, studies have defined bilingualism as the ability to understand and converse in two languages (Byers-Heinlein & Lew-Williams, 2013). However, the connection between bilingualism and second language learning cannot be ignored. Second language learning remains one of the most important frameworks for promoting bilingualism today (Birdsong, 2018). A recent study has posited that a majority of bilingual individuals in the United States have acquired their proficiency in multiple dialects through second language learning (García, 2009). Considering that, second language learning contributed to bilingualism by assisting monolingual speakers to become bilingual or – in some cases – multilingual. Therefore, the adoption of second language learning mechanisms attributes to an increase in bilingualism in society. In addition, both bilingualism and L2 are also closely associated with ECE. For instance, it is notable that ECE entails the adoption of effective programs for promoting learning for children below eight years and below (Penn, 2014). Besides, studies have commended that such children exhibit increased plasticity in the brain, which improves their memories and information processing (Birdsong, 2018). Based on that, the adoption of such frameworks in L2 would play a fundamental role in improving bilingualism in society.

Importance on ECE in Second Language Learning and Bilingualism and Methodology

            Over the years, a majority of studies have focused on the implication of learning a second language and bilingualism in learning and information processing in children aged eight years or below. Minimal studies have been dedicated to understanding the implication of adopting ECE frameworks on L2 and bilingualism. However, a recent study has emphasized on the importance of ECE programs on improving learning among children, which is crucial to promoting education outcomes (Seker et al., 2012). The study commends that, considering the capacity of children to learn and memorize information better than adults, adopting ECE programs in teaching a second language would be effective in promoting bilingualism (Seker et al., 2012). In most developing nations, children are taught English from an early age as a second language and they grow up exhibiting improved proficiency and dialectical prowess in both native and second language. From this perspective, the application of ECE programs and frameworks in promoting bilingualism is not a new concept. Considering that, the process remains important in improving learning, cross cultural communication, and academic outcomes. Therefore, the concepts of bilingualism, second-language learning, and early childhood education are interrelated and somewhat interdependent.

There a number of different methods when approaching how to teach a bilingual student. The two that I have found most research on and that I am most familiar with are the transitional and the ESL (English as a second language) approach. The transitional is what I mostly observe in and is comprised of one classroom with two teachers. The class is taught in both English and the second language, gradually building up to mostly English. The ESL approach is a pullout method where second language learners are pulled from their classroom weekly to reinforce their English skills.

Conclusion

            The concepts second language learning (L2), bilingualism, and Early Childhood Education (ECE) are somewhat interrelated and interdependent, which provides a comprehensive framework for improving communication and learning. Over the years, literature has focused on understanding the three concepts to provide a framework for decision making in the education sector. The literature has focused on evaluating the nature, conception, and implication of bilingualism, L2, and ECE from global and national contexts. Notably, bilingualism and L2 exhibits numerous benefits as well as consequences on ECE, which tend to influence decision and policy making in the sector. L2 and bilingualism contributes to improvements in children learning capabilities, improved communication, and cognitive abilities. However, there exists fears attributing the two concepts to increased confusion in language and communication for students. Besides, there is an intersection between the three concepts, especially based on the adoption of ECE programs intended to promote L2 and improve bilingualism for individuals and society. Therefore, there exist a correlation and interdependence among concepts, which provides a framework for understanding and improving education in multicultural societies.

References

Birdsong, D. (2018). Plasticity, Variability and Age in Second Language Acquisition and Bilingualism. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00081

Byers-Heinlein, K., & Lew-Williams, C. (2013). Bilingualism in the Early Years: What the Science Says. LEARNing Landscapes, 7(1), 95–112.

Chin, A. (2015). Impact of bilingual education on student achievement. IZA World of Labor. https://doi.org/10.15185/izawol.131

De Houwer, A. (2006). Bilingual Language Development: Early Years. Encyclopedia of Language & Linguistics. https://doi.org/10.1016/B0-08-044854-2/00842-7

Denham, S., Bassett, H., & Zinsser, K. (2012). 2 3 Early Childhood Education Journal Early Childhood Teachers as Socializers of Young Children’s Emotional Competence. Early Childhood Education Journal, 40, 137–143.

García, O. (2009). Chapter 8: Education, Multilingualism and Translanguaging in the 21st Century. In Social Justice through Multilingual Education. Bristol, UK: Multilingual Matters.

Mickan, A., McQueen, J. M., & Lemhöfer, K. (2019). Bridging the Gap between Second Language Acquisition Research and Memory Science: The Case of Foreign Language Attrition. Frontiers in Human Neuroscience, 13. https://doi.org/10.3389/fnhum.2019.00397

Penn, H. (2014). Understanding Early Childhood. Retrieved from https://books.google.co.ke/books/about/Understanding_Early_Childhood.html?id=U4NFBgAAQBAJ&printsec=frontcover&source=kp_read_button&redir_esc=y#v=onepage&q&f=false

Pransiska, R. (2017, January 1). Benefits of Bilingualism in Early Childhood: A Booster of Teaching English to Young Learners. https://doi.org/10.2991/icece-16.2017.68

Seker, P. T., Girgin, G., & Akamca, G. O. (2012). A Study on the Contributions of Second Language Education to Language Development in Pre-school Period. Procedia - Social and Behavioral Sciences, 47, 230–234. https://doi.org/10.1016/j.sbspro.2012.06.643

Academic Paper

Haley Gibbons

EDBL 603

Culture of Power in Classrooms Academic Paper

Dr. Ahn

Delpit’s analysis of “culture of power” in classrooms concluded that classrooms can sometimes be centered around curriculum that uses a language majority viewpoint and doesn’t leave much room for bilingualism. In my opinion, curriculum should be filled with the various cultures that the students in the classroom possess. The class that I observe in is a 1^st grade bilingual classroom. Based on my observations, I believe the teachers do a good job trying to contradict Deplit’s culture of power analysis. The two teachers really get to know each student and incorporate culture into the classroom in various ways.

Some of the things the teachers do to bring culture into the classroom are events such as “culture day” or secret reader. In the beginning of the year, the students were all asked to decorate their notebooks with pictures and drawings that describe themselves, their families, and their culture, and were given the opportunity to present their notebooks to the class. All of these are great ways to create a culture filled classroom. However, when it comes to curriculum, I think its very important to ensure there are tools offered in all the languages used by the students of the classroom.

Although, I was not able to interview the teacher and students in person about the various bilingual books in the classroom because of the school closures, I was in my classroom this week gathering some belongings I left there and was able to grab some of the bilingual books with the teachers permission. I gathered a few books that caught my eye and tried my best to get some feedback virtually from the students and teachers about these books.

The list of books that I chose to bring home with me from the classroom to analyze are as follows: I Know the River Loves Me/ Yo Se Que el Rio Me Ama by Maya Christina Gonzalez, Abuela by Arthur Dorros, La Princessa and the Pea by Susan Middeton Elya, Sweet Dreams/ Dulces Suenos by Pat Mora, and Only One You/ Nadie Como tu by Linkda Kranz. I chose these books because all of them had some sort of mix of the English and Spanish language and I thought the illustrations were very culturally diverse. All in all, at a quick glance I felt as if all of the books would go against Delpit’s framework that talks about a language majority viewpoint.

The students are only in first grade, so they weren’t able to give me full opinions on the books, but I did get one answer that stuck out to me. When asked why they liked that the books in the classroom were in both English and Spanish, the student replied “I like the books in the classroom because I am like being able to read in the language I talk with my mommy.”  This response from a first grader is a great way to show that bilingual students, no matter what the age are appreciative of having their own sense of culture brought into the classroom.

However, I was able to video chat with one of the classroom teachers and really break down each book. When chatting with the teacher, she told me how important it is as a bilingual teacher to incorporate various cultures and languages into curriculum. I talked to her briefly about Delpit’s framework and how I felt that these books would kind of go along with his theory that there should not be a language majority viewpoint in curriculum. When I brought up the book, I Know the River Loves me / Yo se Que el Rio Me Ama, the teacher explained how much the kids love that book because of the bright blue and green illustrations from cover to cover. She also says it has worked great for her lower level biliterate students because each page has one short sentence in both Spanish and English and the reader is able to take it slow.

When I asked about the book Abuela by Arthur Dorros, and La Princessa and the Pea by Susan Middelton Elya the teacher said these were some of the books she didn’t leave out often for choice reading time because the books are in all English with just a few phrases in Spanish here and there. She said she feels there’s not enough bilingual support throughout the books for an emerging reader. However, they are good to have for our stronger English readers in the classroom.

When asked about the last two books, Sweet Dreams/ Ducles Suenos and Only One You/ Nadie Como Tu, the teacher explained that these are both solid books to have in the classroom library accessible for students because they both have an equal amount of English and Spanish in them.

The teacher explained that the right book choice all depends on the reader and what level they’re at. Each student in every class is going to need a different kind of attention. “It’s about figuring out every student and going from there.” She said.

Judging from Delpit’s framework and speaking with teachers and students from a bilingual classroom, I can see really how important it is to incorporate different languages and cultures into curriculum. Based on my conversations, observations, and analysis, I have concluded that having all different levels of bilingual readings in the classroom can be beneficial. It is definitely important to have books that are in English but translate completely to Spanish as well. But it also can be beneficial to have books on hand that have sprinkles of Spanish in it for readers who are further along and more comfortable with the English language.

References:

Delpit, L. (1988). The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children. Harvard Educational Review, 58(3), 280–299. https://doi.org/10.17763/haer.58.3.c43481778r528qw4

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Genishi, C., Stires, S. E., & Yung-Chan, D. (2001). Writing in an Integrated Curriculum: Prekindergarten English Language Learners as Symbol Makers. The Elementary School Journal, 101(4). https://doi.org/10.1086/499678

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Carey, S. T. (1991). The Culture of Literacy in Majority and Minority Language Schools. Canadian Modern Language Review, 47(5). https://doi.org/10.3138/cmlr.47.5.950

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Week 9: Assignment 1

There is a prevalent and historical problem associated with bilingual programs. Students from the program have routinely complained of the unfairness of the system that ignores the specific needs of each learner. Many students have been forced to stay in the programs for extended durations, lasting up to five years. The program also fails to identify if English-speaking students are forced to use a strange tongue when they would have benefitted from remedial help in improving their academic outcomes. Such conditions are demonstrated by the high dropout rates among Hispanic students in these programs compared to other racial segments (Fiske, 1985). These federally supported programs have thus become associated with broader social and political issues with political stakeholders using public schools as the new bureaucratic battleground.

The issue portrays the varying political dimensions held by critics as well as advocates of bilingual programs. It boils down to the immigration issue as bilingual programs are normally catered to serve immigrant communities. The program has attracted political and mainstream attention for its growing costs with the right-wing questioning the usefulness of investing in such programs. They cite that bilingual programs minimize the assimilation of these segments of society, avoiding the integration of these students into American society. They use their weaknesses to reinforce the need to establish a common language, English, instead of emphasizing on others. On the other hand, supporters of such programs are largely left-wing that agitates for the increased wellbeing of all citizens, regardless of their socioeconomic differences. The controversy is an explicit indication of institutional prejudice in the American system as a result of limited political capital. Immigrant communities have been under systematic and institutional discrimination with the issue remaining prevalent in this day-and-age of Immigration and Customs Enforcement (ICE) operations against undocumented immigrants.

Unfortunately, because of the current school closure circumstances, I wasn’t’ able to talk to parents about the school relationships. However, I was able to talk to one of the teachers that I observe about the teacher-parent relationship both in my classroom and in the school. When speaking, the teacher stressed to me how important it is to keep a strong relationship with parents. The more the parents are involved, she finds the better her students do academically. Especially with the new online learning that is going on currently, it is important to keep the parents in the loop to keep their children on track. She explained to me how she uses the app “remind” to communicate with parents daily. This app allows for the teacher to send messages to the entire class’ parents. The teacher posts most homework assignments and some classwork on remind everyday after school so the parents can be involved in what their child is learning. She also says she constantly reminds parents that her email and phone are constantly open for any conversations or concerns that need to be had privately. When I asked the teacher about literacy development, she says she really tries to get parents on board with reading with their children at home. She stresses how important reading for 20- 30 minutes a night at home is, especially for bilingual students. She said most parents are on board with this however, the parents that are not too involved, she does see a bit of decline in their children’s work.

References

Fiske. E. B. (1985, November 10). The controversy over bilingual education in America’s       schools; one language or two? The New York Times.            https://www.nytimes.com/1985/11/10/education/controversy-over-bilingual-education-       america-s-schools-one-language-two.html?auth=link-dismiss-google1tap

Week 8: Assignment 2

The school district that I observe in screens students before entering the school system. They then find the level that student is on and place them accordingly. The ENL teachers pay close attention to each student individually. The school also conducts the NYSESLAT once a year to determine where each bilingual student is at in terms of progress and English proficiency. This test mainly focuses on speaking, listening, and reading. Upon completion of the NYSESLAT the students are classified as entering, emerging, transitioning, expanding or commanding. Based on this, it will be decided where the students will be placed for the following school year and what, if any extra assistance will be needed. These guidelines are practiced district wide, not just in the school that I observe in. In regard to the assessments in their individual classes, most teachers offer tests in the student’s native language if needed, but the teacher said this is a very rare occasion that this is done. The teacher also stated that a lot of informal assessments are incorporated into curriculum such as exit tickets, and group discussions.

Conteh, J. (2007). Opening Doors to Success in Multilingual Classrooms: Bilingualism, Codeswitching and the Professional Identities of Ethnic Minority Primary Teachers. Language and Education, 21(6), 457–472. https://doi.org/10.2167/le711.0

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Gonzalez, V. (2012). Assessment of Bilingual/Multilingual Pre-K–Grade 12 Students: A Critical Discussion of Past, Present, and Future Issues. Theory Into Practice, 51(4), 290–296. https://doi.org/10.1080/00405841.2012.726058

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Palaiologou, N. (2011). Language use in the two‐way classroom: lessons from a Spanish–English bilingual kindergarten. Intercultural Education, 22(2).

Week 8 Case Study

Week 8 Case Study

Introduction:

The purpose of this case study is to use solom matrix to rate and report on a bilingual student’s oral proficiency in English. I will consider home, educational, and outside factors and add my recommendations for how to improve oral proficiency through instruction.

Background:

The person I observed is an interesting case. She is a 7-year-old girl named Emilia. She was born in the United States, but her parents were born in Poland. She goes to school during the week and polish school on the weekends. Her father speaks English fluently but still has some issues with the language, and her mother knows some of the language but is not fluent. Her parents only speak polish to eachother, and Emilia in the home. They are very adamant about instilling their polish heritage into Emilia. Although, Emilia started out in kindergarten, she is not yet orally proficient in English and teachers are concerned with her progress. The bilingual students in this district are mainly Hispanic, Emilia is the only polish bilingual student.

Observations:

I know Emilia’s family on a personal level, so I was granted access both in the home and at school to observe. I found that Emilia’s teacher allows her to speak in polish some of the time but pushes her to answer questions in English if possible. She does this because she knows Emilia does not speak any English at home. When observing, when Emilia was pushed, she was able to answer most of the questions with help and picture cards. When I observed in the home, I was pretty lost. Not one word of English was spoken to Emilia, or her four-year-old sister. The only reason I was partially in the loop with things was because the dad would turn to me and translate into English what was being said.

Solom matrix rating:

Comprehension: 3: Understands most of what is said at slower-than-normal speed with repetitions.

Fluency: 2: Usually hesitant: often forced into silence by language limitations.

Vocabulary: 3: Student frequently uses wrong words: conversation somewhat limited because of inadequate vocabulary.

Pronunciation: 3: Pronunciation problems necessitate concentration on the part of the listener and occasionally lead to misunderstanding.

Grammar: 1. Errors in grammar and word order so severe as to make speech virtually unintelligible

Summary/ Recommendations:

Based on my observations and findings, my first recommendation would be to speak English as much as possible around Emilia. I feel as if she doesn’t get enough exposure to that at home. I think it’s important to be proud of one’s heritage and culture, however I also feel the lack of exposure to any English at all in the home is a strong reason why Emilia is struggling with English proficiency. Emilia is on her way to comprehending her teacher most of the time, however her English fluency is poor. My recommendation for this would be to work one on one with Emilia and give her many opportunities to speak the language. The first step here would be beefing up her vocabulary. Emilia seemed to know many English words but when it came time to put them into a sentence, she was not as proficient. This means the teacher needs to realize that Emilia needs to do sentence structure exercises. If the teacher is not able to spend the one on one time that Emilia requires, I would recommend assigning a lot of partner work into curriculum and pairing Emilia with a student who has excellent English proficiency. Studies show that these “bilingual partners” can really help an English Language Learner.

Week 7: Reflection

When I saw this assignment on codeswitching this week, I immediately thought of my friend Melissa. Melissa and her family speak both Spanish and English, and every time I am around them I catch on to some kind of codeswitch so I asked if I could go to her house and observe her and her family’s casual conversations to see how often this occurs. When I was at her house, they spoke both languages throughout the entire duration. Often, one person would speak in English and someone would respond in Spanish, or vice versa. There were also times when someone would speak an entire sentence in Spanish but add in an English word. Melissa’s parents were born in the United States, but both grew up in a Spanish only household. So, Melissa and her siblings have been around both languages since birth.

After my observation, I talked to Melissa and some of her family and asked how conscious they are of their frequent codeswitching. It was a unanimous decision that they don’t even realize that they’re doing it, or don’t think twice about it. However, there were different reasons for this based on the person. Melissa’s parents said they codeswitch subconsciously because they grew up trying to make their household bilingual as opposed to just speaking Spanish all the time so their children could understand both. They said because of this, they have always been used to speaking both languages in the home. Melissa and her siblings on the either hand, said they think they have picked it up from their parents. They also said as kids, codeswitching helped them when they didn’t know a word in English or Spanish, which I thought was very interesting. Furthermore, everyone in the family agreed that codeswitching has always been a part of their language and sometimes, they don’t know why they do it at all.

Week 7 Case Study

EDBL Week 7 Case study

Meesuk Ahn

Introduction:

 In this case study, I will examine the process, and acknowledge the hardships of a bilingual student. This particular person that I will present in this case study, native language is Spanish however, we must consider every ELL has a different case.

Background:

 The person that I interviewed is my sisters’ friend who I am very comfortable with and have known for many years. Her name is Valeria (we call her Val for short), she is 24 years old and moved to the United States with her family from Columbia when she was 6 years old. Valeria grew up in a Spanish speaking only household and was only introduced to English when she started school at the age of 6. Valeria speaks Spanish at all times in her home with her family but will speak English or codeswitch if they have guests over. Valeria’s parents have learned English over time but still struggle with much of it, however her sister who is a year older, and her brother who is two years younger, learned English with Valeria. Valeria went on to get her bachelor’s degree and now works as a real estate salesperson.

Interview Questions:

1.     What were some of the troubles you faced going into a English only speaking environment? What was the hardest thing for you?

2.     Did you find it helpful that your siblings were learning English the same time as you were?

3.     What was the ESL program for you like in school? If you can remember, do you feel like they honored your first language, or did they abandon it?

4.     Was it hard for you learning English in school but not being able to speak it at home because your parents didn’t understand it?

5.     Looking back, do you feel like your struggles of learning two languages helped you become a stronger individual?

Findings:

When talking one on one with Val, she told me a lot about the internal struggles she went through at such a young age. “I actually was really insecure about not being able to understand anything in school, imagine you going to Columbia and sitting in a classroom with everyone speaking only Spanish, it is terrifying as a child” she said. She explains how she felt left out and lost for the first two years of being in the United States. She told me that her parents would take English speaking classes at night to learn themselves, but it was hard on her. However, she says she is now extremely grateful for her upbringing and feels it only made her a better person. She’s proud of her culture and is happy that she will one day be able to bring her children up learning two languages.

Bilingual Assessment:

Val says her memories she has of her ESL class were very positive. She actually still keeps in contact with her elementary ESL teacher on Facebook. She said how accepting she was and how she always acknowledged Spanish as her first language. As stated above, it took Val about two years to start to get comfortable, but she says after her confidence was up, so many doors opened up for her. English became second nature for her. However, she did say that reading and writing was a slower process. She would get frustrated that she was able to speak the language but not read or write. Val says she was in ESL until 5^th grade and even after that she still struggled but was educated enough to work things out on her own by then. Val said she felt as if she wasn’t completely biliterate until Highschool. She said she had a high standard for herself that she couldn’t meet all the time but looking back on it now, she knows that’s okay.

References:

Han, J., & Yao, J. (2013). A Case Study of Bilingual Student-Teachers’ Classroom English: Applying the Education-Linguistic Model. Australian Journal of Teacher Education, 38(2). https://doi.org/10.14221/ajte.2013v38n2.3

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Jiménez, R. T., García, G. E., & Pearson, P. D. (1995). Three Children, Two Languages, and Strategic Reading: Case Studies in                Bilingual/Monolingual Reading. American Educational Research Journal, 32(1), 67–97. https://doi.org/10.3102/00028312032001067

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Research Proposal

Title: Bilingualism and Second Language Learning in Childhood Education

Background

Most educators and parents are concerned by the possibility that bilingualism affects cognitive and language development among children. Many scholars in the early 20th century associated the acquisition of second language and bilingualism with interference and confusion to the development of the child’s cognitive functions and the ability to succeed in the academic (Ramírez & Kuhl, 2016). However, scholars have proved that bilingualism is essential over the monolinguals as it assists in accomplishing a wide range of intelligence tests and facilitates improvement in studies (Marini et al., 2016). Recently, researchers have focused on specific areas of excellence of the bilingual children and the other regions where the acquisition of the second language does not affect their general development.

Problem Statement

The question of bilingualism and second language learning in education has been a crucial concern in modern societies. National policies regarding second language acquisition and immigration issues have emphasized the need for bilingualism in contemporary communities (Ramírez & Kuhl, 2016). The public and private schools in most urban centers have introduced bilingualism in their education system to improve the performance and eloquence of their students. Information about the languages, educational, and cognitive development for children with varied language backgrounds is essential in evaluating learners’ achievements while in schools. Children with a limited proficiency level in the schooling language are expected to experience more difficulties in coping with both social and school environments. Therefore, studying bilingualism and second language learning in childhood education is essential in establishing the appropriate interventions.

Objectives

Linguistic diversity has cognitive and educational outcomes for most bilingual children in society. The study will examine whether the acquirement of the second language is different among children who learned the two dialects concurrently and those who studied the second dialect after the primary one. Besides, the research aims to establish whether the children can acquire knowledge at school when the primary language used at home is different from the one utilized in school. The study will also address the consequences of cognitive development on the children’s abilities to acquire new concepts.

Literature Review

Previous research shows that bilingual students tend to have a small scope of vocabulary in each of the languages as compared to monolingual children (Lynch, 2017). However, the bilingual children have shown to understand the linguistic structure more than the monolingual children do. Research further proves that the acquisition of literacy skills by the children depends on how the two languages relate and the level of proficiency in understanding the second dialect (Lynch, 2017). Research also proves that children learning to read any specific two dialects with a definite writing system record more progress in reading and writing (Marini et al., 2016). For instance, it is easy to learn English and French than learning English and Arabic. The study reveals that bilingual children between 4-8 years old demonstrate a higher ability to handle problems that require controlling personal attention to a specific aspect as compared to the monolinguals (Marini et al., 2016). The second language acquisition also improved the dialect’s processing capabilities.

Methodology

The research will be done in a classroom setting and will involve both monolingual and multilingual students. The qualitative analysis method will be used for data collection. The details will be extracted through surveys, observations, field notes, and interviews with the children aged between 4-12 years. The data will be coded and analyzed effectively to demonstrate the effects of bilingualism and second language acquisition in childhood learning.

References

Lynch, A. (2017). Bilingualism and second language acquisition. Second and Foreign Language Education, Encyclopedia of Language and Education, 4, 43-55. https://doi.org/10.1007/978-3-319-02246-8_5

Marini, A., Eliseeva, N., & Fabbro, F. (2016). Impact of early second-language acquisition on the development of first language and verbal short-term and working memory. International Journal of Bilingual Education and Bilingualism, 22(2), 165-176. https://doi.org/10.1080/13670050.2016.1238865

Ramírez, N. F., &Kuhl, P. K. (2016). Bilingual language learning in children. Institute for Learning and Brain Sciences. http://ilabs.uw.edu/Bilingual_Language_Learning_in_Children.pdf