Reading and learning language should go beyond phonics, vocabulary, comprehension strategy, awareness and phonemic. Connecting with the apprentice is very important for their development. For a teacher to connect with an EL student, it is imperative that they make it visual. Therefore, teachers should avoid giving instructions in the air. ELL students have a big challenge in processing spoken language, even basic direction of classroom procedures should be written on the black board. In the case of young kids, it is imperative to make the learning process to be fun. Kids learn best through fun and this is applicable to English-learning students as well. Playing games is a great way of embracing the fun part of studying (Freeman and Freeman, 2008). Additionally, learning about the cultural background of a learner is imperative because it is a sign that you care about their past and you respect their culture. Importance should be put on cultural tradition, learning through collages and even cooking their favorite meals. Moreover, to enable students connect with the teacher and their colleagues, more group work should be encouraged. Small groups should be created whereby students can practice language with their peers in a more low-risk setting and personal manner. To connect with a student, it is good for the tutor to allow some scaffolding of their native language. Hakuta notes that culturally unique vocabulary is essential in ensuring a student relates his/her culture with the westernized cultured (2012).
I have learnt that improving student-teacher relationships ensure positive and long-lasting implications for social and academic development (Quezada, 2012). Solely improving relationship with the students will not be enough but providing close and positive support ensures that students attain higher levels of achievement as compared to those students are embroiled in relationships with conflict. I have also learnt that developing learning strategies will help both students and I because a new style eliminates boredom and empowers students to take responsibility of their own learning. Once a student is aware of how they learn best, they tend to put more effort into practicing using the new way of learning. Also, it is imperative to paly to the strengths of the students.
Enhancing Bilingual Student Experience
Being a bilingual staff member was important in making quick phone calls to the parents. Parental support is critical in academic success, irrespective of the languages that students speak. Therefore, regular and open communication was essential when dealing with the student’s parents. It was a daunting task to call a non-English speaking parent but the good side was that there were family members who could interpret for the parents. The student’s parents would be very excited and pleased when they heard positive news about the child’s development. In fact, they would be more comfortable asking question and visiting the school because of the friendly attitude and relationship that the teacher has with the student.
However, it was imperative to have a dual or bi-lingual strategies whereby some teachers are able to understand the common foreign languages and translated them to their student. Research by Quezada shows that supporting a student’s first language is beneficial for their proficiency in the second language (2012). Instead of discouraging students from learning their first language, we should encourage them to learn both languages. Moreover, language learning is bettered when such students build upon what they already knew. In classes where English is the medium of instruction it is difficult for a student to understanding the content. Therefore, school staff are required to be supportive and all the instructions is geared towards teaching a student on how to be proficient in English so that they can comfortably learn in an English-only classroom. The State policy is that all learning should be aligned to the Federal Elementary and Secondary Educations Act (Hardaway, 2010).
Socio-cultural Lens
From a sociocultural point of view, it is important to build a student’s background knowledge to their current learning experience. From my perspective as a bilingual teacher, an important step in ensuring the student learns effectively is to link class and language concepts to their personal and cultural experiences (Diaz & Weed, 1995). Students connect to literature on 3 levels namely text-to-text, self to the world and text to self. Therefore to foster inclusiveness in the classroom, tutors need to familiarize with the students’ background and prior knowledge. Since students can be of many nationalities, a teacher can start from researching a student’s native country and their educational system. Furthermore, a study of historical figures, traditions and biodiversity of the country of origin will enable the teacher to connect lessons with something that learners already know. Culture is inseparable from language and it plays an important role through teaching and learning. This can be done by asking students how the current topics relate to their cultural experience. Learners can also bring music or art because such techniques of teaching enable them connect to their environment because of the see that the teacher appreciates their cultured (Lippi-Green, 1997).
Another method of how socio-cultural lens contributes to interaction is through literature stories and folktales from the student’s culture. Such a technique encourages the student to connect their readings with own involvements (Hakuta, 2011). While they seem simple and logical, research by Callagan shows that such concepts are substantial additions for an educational subjects (2015). The use of storytelling helps in enhancing literacy skill. Stories from different culture have been decoded to English and thus the student may be able to tell and act out such tales.
Strategies for improving your student’s: classroom context
Interpersonal strategies.
Some of the interpersonal strategies include cooperative learning, partnering the student with strong English speakers, encouraging participation and pairing/sharing. Group projects provides students with opportunities to write, present and exchange ideas. Projects involve a variety if skills that enhance retention and understanding. Additionally, partnering a learner with a native English speaker will benefit both of them (Callagan, 2015). More importantly, partnering an ELL student with a bilingual student will largely improve their English. Sharing and pairing gives students a platform to share their ideas with their peers and at the same time enable them to practice English by explaining other concepts in other subjects.
Demonstrations, Reading, Writing and Hands-on activities
Use of flow charts, outlines and pictures are essential in enhancing learning. Model laboratory activities and pictorial guides provide a visual references (Fang, Lamme & Pringle, 2010). Journaling and reading comprehension activities can be used when making formative assessments and also in science learning. Hands-on activities provide an excellent environment because of its practicality. The more one encounters real-application of concepts, the higher the probability of learning a new language. Visual aids go a long in helping students grasp materials taught. Posters and photographs as well as tangible items will enhance the learner’s comprehension of the syllabus.
Speak more slowly and allowing sufficient processing time
Since most learners are not exposed to spoken English, teachers are the primary model for learning English language. ELLs need more time to process and therefore, the slower one talks the easier it is for them to make sense of it (Macias, 2014). Additionally, they are more likely to ask questions if they speak more clearly. Allowing sufficient time to process what they hear is just as important as speaking slowly. Patience is key and once they are given sufficient time, they would feel more at ease to volunteer for a verbal response. To add on, language samples are a big bang because it pulls together all aspects of language in a functional way. In obtaining a language sample, there are number of tips. Firstly one can use a downloadable program that records the language (Cary, 2000). The used of wordless picture is essential in coming up with a narrative sample. After obtaining the narrative sample, one can easily analyses the language sample. As students transition from primary to intermediate grades, materials that students are expected to read are usually dominated by expository texts. Expository texts usually contain grammatical patterns that are distinct from the ones used in primary-grade book. Such linguistic features provide ac new comprehension of challenges for students. Moreover, there are special linguistic features that described several class-room based strategies for helping learners in developing insight on language through which expository texts are constructed (Hakuta, 2011).
Conclusion
To make English learning easier, it is imperative that students connect with their teachers. Some of the ways to do so include use of visual aids, playing games and embracing the culture and tradition of the learners. Equally, connecting improves both the teacher’s and student’s experience. The paper also addresses a teacher’s socio-cultural lens that contribute to shared interactions. The last part entails the strategies for improving learning and ensuring academic integration. Among the approaches proposed include use of demonstrations, allowing students to process and use of language sampling techniques.
References
Cary, S. (2000). Working with second language learners: Answers to teachers' top ten questions. Portsmouth, NH: Heinemann.
Callagan, R. (2015). Know more than one language? Academic rigour. Cengage Learning.
Diaz-Rico, L.T. & Weed, K.Z. (1995). The Cultural, Language, and academic development handbook,
Freeman, Yvonne and Freeman, Goldenberg. (2008). Teaching English Language learners,
Fang, Z., Lamme, L. L., & Pringle, R. M. (2010). Language and literacy in inquiry-based science classrooms, grades 3-8. Thousand Oaks, Calif: Corwin Press.
Hakuta, K. (2011). Educating language minority students and affirming their equal rights.
Hardaway, K. (2010). Active English: Learning strategies that will have your students asking, "Is that the bell already?". Fort Collins, Colo: Cottonwood Press.
Lippi-Green, R. (1997). English with an accent: Language, ideology and discrimination in the United States. Psychology Press.
Macias, R. (2014). Benefits of Bilingualism: In the eye of the beholder?, Clevedon.
Quezada, R. L., Lindsey, D. B., Lindsey, R. B., & Macedo, D. (2012). Culturally proficient practice: Supporting educators of English learning students.
