Week 12: Assignment 1

No Questions Asked

"No Questions Asked" is a poem that gives the perspective of a ELL growing up feeling as though there is a limit with their communication. This passage serves as an opportunity to get some insight of what it is like feeling like your words and thoughts don't matter. In the poem, the author states "...all the while you are saying less, conversations become a burden". In this line the Ruffo is explaining his frustrations of not being able to say the right words and to express how he feels. With this burden, he in turn becomes "mute" and tend not to communicate as he would like. Studies have shown, many ELLs tend to be very shy and not communicate as their counterparts who are a fluent in the native tongue in which they live. Towards the end of the poem, the author spotlights what it feels like to be isolated and highlights how removing himself from communicating has provided him an opportunity to be silent and no longer answer questions. It becomes a way of life for many bilingual students and speakers around the world.

As an educator you must be aware of students who are bilingual speakers within your classroom. By having them included in your lesson plan and simply engaging them within the classroom, you are easing their comfort and developing a confident student.

English con Salsa

Gina Valdes gives an overview from the perspective of the teacher teaching English Language Learners. The instructor provides comparisons that eases the English speakers into the language, by providing students examples of things they will learn by certain period of the learning process, it gives students a sense of comfort. For example, "In two months, you can say, may I take your order", the author showcases that the class includes English language learners who are working towards learning the language at an older age. By having this support, they will have the opportunity to obtain a job in a setting that allows them to interact with native English speakers.

In addition, the teacher utilizes methods that includes the various cultures throughout Mexico to highlight all students and make them feel comfortable. With the inclusion of their culture practices and using English and Spanish at the same time to connect with students, this will allow them to adapt to the language at a faster rate.

Week 7: Assignment 2

Growing up in Brooklyn it has afforded me the opportunity to have friends from various walks of life and cultures. With that, I'm open to diversity as well as learning about different cultures. When I was growing up, I recalled affluent families encouraging their children to be bilingual and participate in dual language programs that supported French speakers. As we move in closer to the new century, more and more families are pushing forward with the need of dual programs within their city. Most importantly, dual language programs are now available for students who are enrolled in DOE schools at rapid rates.

With the shift of the climate, I think it is only right that we no longer look down on bilingualism and that we encourage bilingualism within schools and our communities. For many years, bilingual students were shunned for their ability to master their native language, why is it we don't offer standardized test in students stronger language? If we are testing on the ability to master reading, why not do it in the language that students are more familiar with? As the article states, "We need to embrace and advance homegrown bilingualism, but that can only happen if we offer these languages in public schools".

Personally speaking, I'm hoping to learn a third language, not only is it an opportunity for me to travel to countries and communicate with people, it provides me an opportunity to connect with students that I may come into interaction within who struggle with the English language. Having the ability to speak multiple languages expands your network as well as marketing yourself for jobs as well.

Week 7: Assigment 1

As an instructor, I envision school set up as a bilingual program. Similar to many of the schools in Brooklyn, schools across the world would either implement the knowledge of French or Spanish within the classroom. Ways instructors may go about achieving this approach would be to include students who are well versed in either languages at home. By ensuring students who are current non bilingual speakers are able to mingle with bilingual students, this will instill and allow all students to learn through a dual language program and work with each other to strengthen their language acquisition. 

To push forward a dual language program, technology will be a major focus. Utilizing softwares such as Sparkito and Comprendo!, students have an opprotunity to submerge themselves within the language. In addition, as an instructor it is important to have dual language sighns throughout the classroom to ensure students have visual aids to progress in both languages. To ensure students are hitting their benchmarks, teachers must ensure their is a balance of language through assessments such as writing, including realouds within the language and simply testing students within the language.

Learning addiitonal languages allows students to communicate with people around the world and encourage tolerance amongst cultures. In addition, it is key that America finally catches up with their European counterparts educationally. Though America is deemed a first world country, their is definetly a lack of educational development within our classrooms and a missing component within the classroom learning experience.

Week 6: Assignment 1

According to the chapter, you children are more susceptible to learning multiple languages. There are two approaches to teaching children to learn language (simultaneous and sequential childhood bilingualism). Simultaneous is the introduction to two or more languages at the same time, one example of this approach is having one parent speak one language and another speaking another language at the same time within the household. On the other hand sequential childhood approach can be defined as a child speaking one language at home and learning another language at school. 

In the past, researchers have stated that learning two languages at a young age were a challenge for students and caused confusion. However, it was proven that language acquisition at a young age is ideal as children are biologically ready to acquire, learn and differentiate from birth. In addition, as young as the babble age, students are able to switch between languages and show their ability to speak their strongest language through babbling. One person - one language (OPOL) serves as the best route when introducing language. It is vital to remember when learning multiple languages, parents must take into consideration, home, school and community serves as the background for learning. For example, if one parent speaks English, another parent french, and the community is heavily french based, students have a strong odds of storing the french language and developing the language.

When introducing a third language to a child, it crucial to keep in mind, the child will be strong in one language and well versed in the other languages. Gradually a shift in language comprehension happens as one language is encouraged and focused on more than the alternative languages. This can be referred to as a passive trilingual. In conclusion, speaking multiple language is achievable and ideally during birth and childhood. To enforce comprehension and understanding, it is important to encourage a balance of language within school and at home.

Week 5: Presentation

Week 3: Assignment 3

The three major groups that were negatively impacted by White American policies were American Indians, African Americans and Latinos. For centuries, these groups were held back and suppressed educationally due by White Americans due to their laws and tactics. American Indians were essentially forced into abandoning their cultural practices and forced to adapt Anglo-American customs and languages. For over 250 years, they were not allowed to learn about their culture and teach the history of the American Indians until 1965 when the National Advisory Council on Indian Education was formed. This was a presidential appointed advisory council that help with funding and administration of programs.

The African American group was enslaved for centuries and denied the ability to learn for years, slaves were not allowed to formal education to ensure they couldn’t communicate or have the ability to break away from owners. After the abolishment of slavery, African Americans struggled with obtaining the same resources as white students and were not allowed to attend school with white students. In 1954, the Supreme Court ruled the segregation of classroom were unconstitutional. 

For many centuries, Anglo-Americans setup several road blocks for Mexican and Puerto Ricans to ensure they were not afforded an education within the US. Each era, there were laws in place that divided Mexicans as a group and denied them citizenship, the right to vote and the ability to learn. Laws were in place and a caste system was essentially set up to block Mexican Indians tremendously. Puerto Ricans have struggled for years, though Puerto Ricans were provided citizenship in 1940, they were shunned and not provided the proper education within classrooms. In addition, many Puerto Ricans were denied the ability to teach their students because of their accents even if they were English speakers. They were not allowed to become teachers and were forced into substitute roles.

Week 3: Assignment 2

In chapter 7, the author takes a look at the concept of bilingualism and monolingualism in comparison to intelligence. As noted in the chapter, in the early 19^th century, researchers believed individuals who spoke two languages were confused and intellectually inferior than individuals that spoke one language. To prove their theory, researchers utilized IQ scores as a reference point, according to research, individuals who were bilingual scored 10 points lower than their counterparts who spoke one language. It was concluded that bilingual speakers were mentally confused and at a disadvantage.

For decades, the theory on intelligence has been debated and the use of IQ tests are controversial. Many theorists argue, “What is intelligence?” and “Who is intelligent?”, in addition, are their different forms of intelligence (musical, social, marketing, political etc. Some things you must take into consideration when testing a bilingual person is, are we testing the individual in their strongest language? Also, when classifying bilingualism and monolingualism we need to clarify what degree of fluency. Finally, when testing groups, are we testing students who have the same learning environment and opportunities for learning. For example, are disenfranchised students being compared to students who are afforded access to resources. 

Below is a sample ELA test, this test may be a challenging for bilingual students who are not familiar with the culture of Christmas or familiar with letters. Most importantly, during the modern age, many students have lost the concept of letters. In addition, as English language learner, your ability to make the connection between the numbers and selecting from choices can be very difficult.

Dear Mina

Merry _____1______! Did you get a lot of presents? I really miss you. I went to ____2_____ house yesterday. She got a lot of toys and clothes from her family. _____3_____
Sara

1. Which answer is correct?

a. christmas

b. kristmas
c. Chrismas
d. Christmas

2. Which answer is correct?

a. annas 
b. Anna's
c. Annas
d. Anna is

3. Which answer is correct?

a. Your friend,
b. Your friend.
c. Your friend; 
d. Your friend