Week: 6
Chapter: 6
Levi - Discussion Director
I have chosen to use my last blog as a reflection of what I have learned from reading the Valdés et al. text, in correlation with how Valdés et al. used their last chapter as a summation and final explanation of their study of ELLs in one-on-one English. The main concepts that I have encountered and believe to be the overriding concepts of the one-on-one study are: process, challenges, small steps, and change over time.
Valdés et al. did not provide the reader with set formulas for how to teach ELLs. However, they did provide the reader with general guidelines and helpful hints. Using exaggerated gestures to "act out" meaning, supplying students with as much English interaction as possible, and incorporating student interests are some of my favorite ideas that they provided the reader with. Without formula for how to teach ELLs teachers must be inventive with the process and delivery that they use when interacting with students. Small steps must be taken and celebrated along the road to SLA. The teacher, and especially the student, will be faced with challenges; being creative and willing to try anything will allow both parties to feel more comfortable and successful. All teacher and students need to be aware that the process takes time. Don't get frustrated and admit defeat.
I believe that in the United States we do not provide teachers or ELLs with enough time, funds, or resources to achieve to their greatest potential. There are a lot of negative feelings toward immigrants and ELLs in our society. It is time we got off our high horse and provided our children with what they need to succeed. I do not see why there needs to be a dominant group. We should forfeit the overriding power that we have feel entitled to in order to benefit our society in the future.
What is the next step? What can we do as individuals and as teachers to help bridge the gap between the dominant and oppressed groups in today's society?
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