Complications with Language and Literacy
Teaching and understanding literacy and its many subcategories has become an ongoing process throughout the different levels of education. The ability of students to read and comprehend content is constant battle as for educators trying to have their students achieve mastery. One of the many problems especially for teachers is the comprehension of language acquisition
The theories of language acquisition are difficult concepts to master for not just English speaking students, but for students that migrate from other nations that don’t speak English. The primary concerns are two-fold; the student and the parent may not speak English fluently enough in order to help their child grasp the content and information. The first thing yours truly believes an interpreter needs to be added into the equation in order for the teacher and parent to be on the same page. “Teachers of English language learners (ELLs) need to have a clear understanding of their students’ backgrounds” (Bonenfant, J. L. 2012 pg 104). The aforementioned is paramount to have both parent and teacher communication to be clear and concise.
Furthermore; “Learning English as a second language (ESL) requires learners to develop listening, speaking, reading and writing skills in the target language. This means that teachers of English language learners (ELLs) must integrate the four skills (listening, speaking, reading, and writing) in the teaching and learning process” (Bonenfant, J. L. 2012 pg 104). This requires more effort on the part of the educator in order to make sure E.L.L. students do not feel left out of the classroom environment and all activities that pertain to the use of language acquisition. For example: a circle time activity while going over the letters of the alphabet. A is the first letter of the word apple; Jose how do you say apple in Spanish? What letter does it start with? Is there a letter A in manzana? Conversely, one should continue to keep said student involved in all activities and create opportunities for them to be able express themselves using their language and culture.
One must also take into consideration the value of communicating with a parent and student who does not speak English as their native language. “Both classroom and ESL teachers sense their ELL students’ frustration and struggle to understand their difficulties. Mainstream class teachers wish that ESL teachers could move students faster in the development of their English language” (Fu, D., Houser, R., & Huang, A. 2007 pg 326). Keeping in contact with ones colleagues by way of brief weekly conferences, allow educators to able to better assist students in the developmental stages of language acquisition. In addition, when conducting parent teacher conferences, and going over assessments and homework one should have them present. No matter the language barrier all parents or guardian no matter the situation wants what is best for the student. All parties involved should be in regular communication in order to better help the student reach mastery.
As educators must also take into consideration is instructional practices. As aforementioned with the A for apple example we need to assure and let ELL students know that their feedback and classroom participation is valued. The practice of I do, you do, we do format is key in giving them a sense of confidence and belonging. Furthermore, during instructional time one should be patient with students as they attempt to contribute to the discussion.
When administering individual assessments one should consider their reading rate, may not be a direct correlation to their comprehension of content. Speaking of assessments it is also important to take into consideration whether the state gives assessments in their native language. In addition, one should consider how the E.L.L. students would do on the curriculum based measurement. The author believes administrative staff and teachers should make available an interpreter to help students read the information in the assessments. A student’s intelligence or mastery of subject and topic area is not based on language alone. Helping to bridge the gap is also a primary responsibility of school personnel during state and curriculum based assessments.
Technology is an important medium; when utilized correctly within the context of instruction can help ELL students learn English, thus grasping the concept of literacy and its subcategories. “Technology has the potential to provide a dynamic and engaging context for which ELLs can practice and develop their language proficiency” (Gustad, A. R. 2014 pg 76). Using technology allows ELL students to develop confidence and fluency in learning in a language not native to their culture; “Digital tools provide ELLs a space to create products in a controlled setting, allowing them to make mistakes while they practice English without making them vulnerable to the attention of others” (Gustad, A. R. 2014 pg 76). In addition, by giving the aforementioned students the opportunity to practice their mastery of the language makes them confidence and prevents them from developing complexes that have the potential to damage their outlook towards school and learning.
When one has ELL students there is a possibility the parent of said student is fluent in English. Furthermore, the parent faces the same language barriers as they also try to learn and master the language themselves. As yours truly mentioned earlier in another writing this concept is known as cultural assimilation. The aforementioned concept is one many teachers and administrative personnel and parents try to work through. At the very heart of this issue are English, literacy, and all its subcategories. Communication with the family members becomes more important in order to get the student over the threshold. However, due to funding of our educational system as a whole this area is severely underfunded. “Consequently, an under resourced environment may inhibit the expression of a child’s internal resources. Given the many risk factors immigrant children may face, it is paramount that educational settings partner with families and communities to promote environments that support the children’s development” (Sibley, E. e., & Brabeck, K. 2017 pg 140).
A viable solution to this is what yours truly calls the “me too” principle. What this entails is have parents or other adults that are themselves immigrants who overcame the language barrier and seek their assistance. Have them speak to all parties involved it’s going to take the village to help both student and parent adapt and learn the language accordingly. In this instance, the parent who overcame the language barrier can introduce the parent to the resources they utilized. The aforementioned is one of many cost effective ways to help the parent adapt and understand what American society requires. Furthermore, the parent can play a more active role in school, classwork, and homework. Taking these measures will help the student to overcome cultural assimilation.
There are other factors ELL students encounter, lets take a look at being accepted by ones peers and not have to face a common problem known as bullying. When a student does not speak English and has a different culture it can present itself as opportunity for others to tease and make fun of how the new students pronounces words. As an educator one has to take into consideration how the students interact with each other. What we need to remember is classroom dynamics plays an important role in how educators are able to teach the subject matter at hand. In addition, as an educator one needs to have a pulse of how to react and how the students are socializing with one another. “Interactive behavior and communication styles between teachers and students have quite a significant function within the classroom” (Avcıoğlu, H. 2017 pg 465).
Furthermore, the aforementioned is vital for people who are new to the American culture. As an immigrant myself, yours truly did experience both positive and negative perspective. The classroom of an educator must be a place where ELL students can adapt and become acclimated to society. As educators it is our duty to help these students to learn literacy and all other subject matter and to make sure the aforementioned statement is true; “Mutual social interaction between teachers and students in school and class affect students’ achievements and learning process, as well as inter-student behavior in particular” (Avcıoğlu, H. 2017 pg 465).
Let us also take a look at the community resources available in particular afterschool programs. These programs are an extension of educational pedagogy implemented and designed to extend education and help families. ELL students if enrolled in such a program it would assist them in mastering literacy and all other subject areas. The author used to work in such a program and from ones own personal experience it works. It is the authors viewpoint that ELL students should be enrolled in such programs so they can receive the help needed to overcome the language barrier they face particularly when it comes to literacy. Programs such as these coupled with some tutoring can help students to overcome the difficulties faced in learning a new language. Furthermore, the aforementioned provides ELL students with the extra help needed in order for them to be able to adapt to a new education system.
The relationship between parents and educators is one of vital importance. If the parent is not brought into the learning dynamic, there is a strong possibility their child will not do well in school. As educators we realize the aforementioned is more important for ELL students; “ Current research examined parents' beliefs as a motivator of establishing high-quality relationships with teachers, which, in turn, has positive implications for children's functioning” (Kim, E. M., Sheridan, S. M., Kwon, K., & Koziol, N. 2013 pg 176). There is no better solution than having a parent and teacher work together especially when it comes to literacy, this is particularly necessary for ELL students.
Even though there is a language barrier it is paramount to be able to have a working relationship with the parents of ELL students.
The theories of language acquisition are difficult concepts to master for not just English speaking students, but for students that migrate from other nations that don’t speak English. The primary concerns are two-fold; the student and the parent may not speak English fluently enough in order to help their child grasp the content and information. The first thing yours truly believes an interpreter needs to be added into the equation in order for the teacher and parent to be on the same page. “Teachers of English language learners (ELLs) need to have a clear understanding of their students’ backgrounds” (Bonenfant, J. L. 2012 pg 104). The aforementioned is paramount to have both parent and teacher communication to be clear and concise.
Furthermore; “Learning English as a second language (ESL) requires learners to develop listening, speaking, reading and writing skills in the target language. This means that teachers of English language learners (ELLs) must integrate the four skills (listening, speaking, reading, and writing) in the teaching and learning process” (Bonenfant, J. L. 2012 pg 104). This requires more effort on the part of the educator in order to make sure E.L.L. students do not feel left out of the classroom environment and all activities that pertain to the use of language acquisition. For example: a circle time activity while going over the letters of the alphabet. A is the first letter of the word apple; Jose how do you say apple in Spanish? What letter does it start with? Is there a letter A in manzana? Conversely, one should continue to keep said student involved in all activities and create opportunities for them to be able express themselves using their language and culture.
One must also take into consideration the value of communicating with a parent and student who does not speak English as their native language. “Both classroom and ESL teachers sense their ELL students’ frustration and struggle to understand their difficulties. Mainstream class teachers wish that ESL teachers could move students faster in the development of their English language” (Fu, D., Houser, R., & Huang, A. 2007 pg 326). Keeping in contact with ones colleagues by way of brief weekly conferences, allow educators to able to better assist students in the developmental stages of language acquisition. In addition, when conducting parent teacher conferences, and going over assessments and homework one should have them present. No matter the language barrier all parents or guardian no matter the situation wants what is best for the student. All parties involved should be in regular communication in order to better help the student reach mastery.
As educators must also take into consideration is instructional practices. As aforementioned with the A for apple example we need to assure and let ELL students know that their feedback and classroom participation is valued. The practice of I do, you do, we do format is key in giving them a sense of confidence and belonging. Furthermore, during instructional time one should be patient with students as they attempt to contribute to the discussion.
When administering individual assessments one should consider their reading rate, may not be a direct correlation to their comprehension of content. Speaking of assessments it is also important to take into consideration whether the state gives assessments in their native language. In addition, one should consider how the E.L.L. students would do on the curriculum based measurement. The author believes administrative staff and teachers should make available an interpreter to help students read the information in the assessments. A student’s intelligence or mastery of subject and topic area is not based on language alone. Helping to bridge the gap is also a primary responsibility of school personnel during state and curriculum based assessments.
Technology is an important medium; when utilized correctly within the context of instruction can help ELL students learn English, thus grasping the concept of literacy and its subcategories. “Technology has the potential to provide a dynamic and engaging context for which ELLs can practice and develop their language proficiency” (Gustad, A. R. 2014 pg 76). Using technology allows ELL students to develop confidence and fluency in learning in a language not native to their culture; “Digital tools provide ELLs a space to create products in a controlled setting, allowing them to make mistakes while they practice English without making them vulnerable to the attention of others” (Gustad, A. R. 2014 pg 76). In addition, by giving the aforementioned students the opportunity to practice their mastery of the language makes them confidence and prevents them from developing complexes that have the potential to damage their outlook towards school and learning.
When one has ELL students there is a possibility the parent of said student is fluent in English. Furthermore, the parent faces the same language barriers as they also try to learn and master the language themselves. As yours truly mentioned earlier in another writing this concept is known as cultural assimilation. The aforementioned concept is one many teachers and administrative personnel and parents try to work through. At the very heart of this issue are English, literacy, and all its subcategories. Communication with the family members becomes more important in order to get the student over the threshold. However, due to funding of our educational system as a whole this area is severely underfunded. “Consequently, an under resourced environment may inhibit the expression of a child’s internal resources. Given the many risk factors immigrant children may face, it is paramount that educational settings partner with families and communities to promote environments that support the children’s development” (Sibley, E. e., & Brabeck, K. 2017 pg 140).
A viable solution to this is what yours truly calls the “me too” principle. What this entails is have parents or other adults that are themselves immigrants who overcame the language barrier and seek their assistance. Have them speak to all parties involved it’s going to take the village to help both student and parent adapt and learn the language accordingly. In this instance, the parent who overcame the language barrier can introduce the parent to the resources they utilized. The aforementioned is one of many cost effective ways to help the parent adapt and understand what American society requires. Furthermore, the parent can play a more active role in school, classwork, and homework. Taking these measures will help the student to overcome cultural assimilation.
There are other factors ELL students encounter, lets take a look at being accepted by ones peers and not have to face a common problem known as bullying. When a student does not speak English and has a different culture it can present itself as opportunity for others to tease and make fun of how the new students pronounces words. As an educator one has to take into consideration how the students interact with each other. What we need to remember is classroom dynamics plays an important role in how educators are able to teach the subject matter at hand. In addition, as an educator one needs to have a pulse of how to react and how the students are socializing with one another. “Interactive behavior and communication styles between teachers and students have quite a significant function within the classroom” (Avcıoğlu, H. 2017 pg 465).
Furthermore, the aforementioned is vital for people who are new to the American culture. As an immigrant myself, yours truly did experience both positive and negative perspective. The classroom of an educator must be a place where ELL students can adapt and become acclimated to society. As educators it is our duty to help these students to learn literacy and all other subject matter and to make sure the aforementioned statement is true; “Mutual social interaction between teachers and students in school and class affect students’ achievements and learning process, as well as inter-student behavior in particular” (Avcıoğlu, H. 2017 pg 465).
Let us also take a look at the community resources available in particular afterschool programs. These programs are an extension of educational pedagogy implemented and designed to extend education and help families. ELL students if enrolled in such a program it would assist them in mastering literacy and all other subject areas. The author used to work in such a program and from ones own personal experience it works. It is the authors viewpoint that ELL students should be enrolled in such programs so they can receive the help needed to overcome the language barrier they face particularly when it comes to literacy. Programs such as these coupled with some tutoring can help students to overcome the difficulties faced in learning a new language. Furthermore, the aforementioned provides ELL students with the extra help needed in order for them to be able to adapt to a new education system.
The relationship between parents and educators is one of vital importance. If the parent is not brought into the learning dynamic, there is a strong possibility their child will not do well in school. As educators we realize the aforementioned is more important for ELL students; “ Current research examined parents' beliefs as a motivator of establishing high-quality relationships with teachers, which, in turn, has positive implications for children's functioning” (Kim, E. M., Sheridan, S. M., Kwon, K., & Koziol, N. 2013 pg 176). There is no better solution than having a parent and teacher work together especially when it comes to literacy, this is particularly necessary for ELL students.
Even though there is a language barrier it is paramount to be able to have a working relationship with the parents of ELL students.
References
Bonenfant, J. L. (2012). MISUSAGE AND
MISINTERPRETATION OF BASIC INTERPERSONAL COMMUNICATION SKILLS (BICS) AND
COGNITIVE ACADEMIC LANGUAGE PROFICIENCY (CALP) IN TEACHING ENGLISH LANGUAGE
LEARNERS (ELLS) IN FIRST AND SECOND GRADES. Review Of Higher Education
& Self-Learning, 5(15), 100-107.
Fu, D., Houser, R., & Huang, A.
(2007). A Collaboration between ESL and Regular Classroom Teachers for ELL
Students' Literacy Development. Changing English: Studies In Culture
& Education, 14(3), 325-342. doi:10.1080/13586840701712014
Gustad, A. R. (2014). The impact of
technology tools on literacy motivation on elementary school English language
learners: podcasting in a 4th grade EAL class. International Schools
Journal, 34(1), 75-84.
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