Eren remebers learning the English language around the age of 7 or 8. During her early years of education, she recalls being placed in general education classrooms with both English and non-English speaking peers. According to Wright, “students learn to read and write in both languages, either simultaneously or first in one language and later on the other”(2015, pg. 100). As we continued the interview, Eren explained that she only was exposed to Spanish at home. Her mom and dad only spoke Spanish, although her dad occasionally used English for his work. This made it very difficult for her to practice the English language since she only utilized it at school. As years went on, Eren was able to practice both her Spanish and English and uses it fluently throughout her daily life.
Eren states that being bilingual has influenced her life immensely. She’s been able to communicate in both English and Spanish, which she says benefits her at work when talking with customers. This is what the author Wright deems as additive bilingualism, which is “when student develops proficiency in one language without losing the other”(2015 pg. 21). Eren belives that there is always room for improvement and hopes to continue working on mastering both the English and Spanish langauge throughout her academic career.
Hello Celester!
ReplyDeleteI enjoyed watching the interview you had with Eren Hernandez. I understand a lot where she is coming from since I was born here but didn’t learn English until later in life. My parents didn’t know much English either so when I went to school and had bilingual teachers, it helped me so much to start acquiring the English language. I wish Eren had that instead of only having English-only speaking teachers. As Wright explains when it comes to content-area instruction, “student learn best in the language they understand best, …and helps to ensure that they will learn complex academic content and master grade-level content standards.” (Wright, 2015, pg. 91)
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hi Carolina.,
DeleteThank you for watching my vlog. I couldn't agree more. Children should defiantly learn best in the language they understand. Wright also states that "typically the amount of home language is gradually reduced as students learn more English" (Wright, 2015, pg. 92). I feel that if Eren was introduced at an young age of learning in her home language and gradually getting exposed to the English language, she would have had a difference in her education. During our conversation after the interview, Eren also expressed that if she had more practice, for example at home or with family outside of school, she would have acquired the language quicker.
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hey Celester,
ReplyDeleteYou have a wonderful video! It was unfortunate Eren’s teacher was unable to speak Spanish. However, it is great that school was able to provide “bilingual programs because they [schools] have found them to be effective in meeting the language and academic needs of their ELLs.“ (Wright, 2015) Eren was able to achieve additive bilingualism due to school intervention. This bilingualism allows her to fulfill her job since Eren is able to successfully communicate with others in Spanish. Therefore, school programs are an important intervention tool to help students transition to English. Students are able to become successful students by transitioning without losing their native language.
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hello Tiffany and thank you so much. I think it is great that Eren had a school that implemented bilingual programs. I also think that it is important for schools to choose the appropriate program that will benefit its students. When selecting programs, educators should consider "federal and state policies, research, and the characteristics, strengths, needs, and desires of their students and community"(Wright, 2015, pg 89). I know as future educators, we have to do what is best for our students who are ELL's. By getting familiar with various programs that are offered, it helps us better understand what out students need.
DeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hello there Celester, I enjoyed your interview with Eren. I really like how she was being reflective on the best way for her to learn a second language.
ReplyDeleteJust like Eren’s parents, my parents are also from Mexico and my primary language is also Spanish. However, unlike Eren, I did have ESL support for a small period of time. This helped me enough to understand that English and Spanish are two very different languages. It is unfortunate however that Eren was thrown into a regular academic classroom without any ESL (English as a Second Language) and Sheltered Instruction support (Wright, 2015, p.94). Unfortunately, this happens often to our students. Nevertheless, despite the challenge that she faced she made it and is now proficient in both languages. Very happy for her to have the perks of being consider a bilingual and having a heteroglossic perspective (viewing bilingualism as a norm and using both languages frequently) (Wright, 2015, p.115).
Thanks,
Lucy
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hi Lucy
DeleteThank you so much. I too thought it was strange to place a student in an all English speaking classroom. " Many ELL's are pushed into the mainstream classroom before they are ready" (Wright, 2015, pg 97). But just like you said, Eren made it and now is able to fluently speak both English and Spanish. Working with Eren, I know that her bilingualism is very beneficial, especially working with as a receptionist. She is able to translate for customers who come in that aren't yet fluent in their English speaking. As a teacher, regardless of how our students come to use, it is our obligation to ensure that they get the proper education they need to excel.
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hello Celester! I really enjoyed watching your VBlog interview video you had with the ELL student, Eren Hernandez. By the way, I like how you added background music in both the intro and closure of the video. The video instantly grabbed my interest. Great Job! Like Eren, my interviewee had a difficult time to learn and practice the English language too. Even though Eren did not have the opportunity to be placed in an ESL class, she still was provided with other accessible resources in learning the second language such as attending after school tutorials. As Wright (2015) states, “Although limited resources and the challenges of learning English may impede opportunities to learn, ELLs can learn and reach the highest levels of academic achievement. Teachers, administrators, and political leaders must therefore take these challenges into consideration when creating policies, designing programs, and making instructional decisions” (p.15). With this being said, Eren did not give up on learning and acquiring a second language. At least, the school provided her with other options in learning in English. However, I strongly believe the school that she attended should have accommodated more to the needs of ELL students like Eren by having a comprehensive ESL program. My interviewee had a hard time learning English in First Colony Middle School, since there was no ESL program being held over there. Therefore, she transferred to Lake Olympia where there were more opportunities to excel the English language by offering her ESL classes.
ReplyDeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hi Sheena! I really appreciate you viewing my video blog. Thank you so much for your kind comments about my introduction as well. I do think that it is imperative for administrators, teachers, and political leaders to consider their ELL students when implementing dual language programs. I also feel that if Eren had a teacher who spoke both English and Spanish, she would have had a better learning experience. According to Wright, "knowing the student's home language or languages allows the teacher to provide primary language support that can accelerate the student's acquisition of English and comprehension of academic instruction."(Wright, 2015, pg. 17). If teachers make an effort to truly help their ELL students with the barrier of learning a second language, both the student and teacher can gain from the experience. I too hope to learn from my ELL students just as they learn from me.
DeleteWright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.