Introduction and Chapter 1
Levi -Discussion Director
The ten words that I think best capture the major themes of this section of the reading (Introduction and Chapter 1) are: controversial, insecure, trial and error, innate, divided, unresolved, adaptive, necessary, unfair, and obligatory.
The issue of teaching English language learners (ELLs) has been a controversial field from the beginning. How best to teach these students has been an prevailing question in our educational system. The number of studies conducted on this important aspect of learning is surprisingly small. Due to this small number of studies, the findings have provided educators win and insecure understanding of how to teach ELLs. The field has developed over time with a "trial and error" air present through its inconsistency. What is important and fundamental in second language acquisition (SLA) has changed vastly since it became a field of interest.
Valdés et al. (2011) bring light to Chomsky's work stating that "children are able to acquire a first language only because they are born with an innate language mechanism that is independent of other cognitive mechanisms". This idea has greatly contributed to the field of SLA. However, researchers are divided on how this "innate language mechanism" influences SLA. As a result of this divide and the unresolved nature of the findings of SLA research educators have had be become adaptive in the ways they teach their students.
With the large number of ELLs in our school system in is unfair to them that we do not know how best to teach them. It is necessary that we continue our research of SLA in order to meet our role as educators for all students. Especially with the recent shifts in achievement standards and standardized assessment as a result of No Child Left Behind, it is absolutely obligatory that we continue our research on SLA. Otherwise, we will not be able to teach our ELLs "to the test" and provide them with the same "mile wide, inch deep" understanding of our current curriculum.
Why must ELLs take the same standardized tests and why are they graded with the same scale as the English speaking students? Yes, I believe they should know, understand and be able to communicate about the topics assessed by these tests, but clearly they are at a disadvantage because our current educational techniques are not sufficiently meeting their needs.
I find your ten-word description to capture my feelings about the reading thus far. I found the small number of studies into this population to be disheartening—I find myself asking, “In what ways might my teaching best suit these students and how can I better meet their needs.” Additionally, I agree with your ideas of allowing ELL students to complete standardized tests in their native language. I feel legislation like NCLB only puts these students at a disadvantage—when in actuality they are ahead by the means of mastering both their native language but also English. Change is much needed.
ReplyDeleteIn one of my TESOL classes we went over about seven different program models for ESL instruction. We concluded that just like students who aren't ELLs, every child learns differently. Howard Gardner theory proposed seven distinct multiple intelligences. One program model might work incredibly well for five students and not as sufficient for three others. I assume that it will be an ongoing battle for us as teachers. I believe that despite the set up of instruction, we can always have objectives and goals for each learner or group of learners that learn similarly.
ReplyDeleteI believe that ELL students should take the same standardized tests as native English speaking students; however, I think their grading should be modified and not counted towards their grades and their ability to graduate. I think that it would be good for them to have some exposure to the tests, but only be accountable for their grades when their ESOL teachers believe they are competent and capable enough to fully grasp what is being asked of them on the tests. Until that time has come, I think that it is unfair of the U.S. government to force ELL students to be held accountable when they are already at a disadvantage from their peers.
ReplyDeleteKyla- Why would you put them through the stress of taking a test that they are unprepared for? Test anxiety for those students would be incredible (as it already is), and it would "count" for nothing. Yes, it would give the teachers an understanding of what they already know... but other forms of assessment could do the same thing in a more stress-free way.
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