Many female ELL students are coming from countries that may not place importance on the education of females past a certain level which may be an educational demotivator for many of our students. Much of the job as an ELL teacher is to develop a relationship with the students, one of trust where they are comfortable enough to make mistakes and to ask questions for clarification on the background and vocabulary that they do not understand. The use of language is transactional, where we are constantly negotiating meaning to make ourselves understood. A student’s identity is closely linked with who they are in society or what they view their societal role should be. Learners are conditioned by the encounters that they have experienced, and how
After viewing the panel discussion about how our local school districts have implemented English Language Learning in their school, I am very intrigued. From what I gathered the field of ELL is a growing industry in education, especially in Colorado Springs. We have ELL’s students coming from all over the world. Here in Colorado Springs alone, school districts have to accommodate for over fifty different languages spoken by ELL’s. I can only imagine the challenge that comes with such a diverse group of non- English speakers in our community schools.
“Men are from Mars, women are from Venus” as the famous saying of John Gray goes. It is believed men and women are nothing alike in almost every aspect. In Deborah Tannen’s essay “Gender in the classroom: Teacher’s Classroom Strategies Should Recognize that Men and Women Use Language Differently” she focused on how men and women differ when it comes to communicating, with emphasis on how it effects to how men and women behave in the classroom.
After reviewing the ELL’s interview for semantic errors, I realized the student would leave out or misuse pronouns while answering interview questions. When the student talks about his little brother staying at home, he interchangeably uses the words he/she. At times, the student would also make semantic errors when using negative contractions. During the interview, the most common error made was the uses the word don instead of don’t. For example, “I’m thinking, I don know….”. He errors when using negative semantics when answering the question, “Do you know what you want to be when you grow up”.
The mission of Girls Inc, as stated on their website is, “to inspire all girls to be strong, smart and bold” (girlsinc.org, 2014). This mission statement can be seen on nearly every publication and public image, it has remained central to the organization, and it continues to be a driving force in the future of the organization. The vision of Girls Inc is “empowered girls and an equitable society,” (girlsinc.org). Girls Inc. has also developed a Girls Bill of Rights, which states that the girls have the right to: “1) be themselves and resist gender-stereotypes, 2) express themselves with originality and enthusiasm, 3) take risks, to strive freely, and to take pride in success, 4) accept and appreciate their bodies, 5) have confidence in themselves and to be safe in the world, and 6) prepare for interesting work and economic independence” (girlsinc.org).
The relationship between Oceola and Mrs. Ellsworth is kind of a mentor and mentee relationship. Mrs. Ellsworth is the mentor and financial manager here, while Oceola is the mentee piano playing artist. The basis of this relationship is their shared genuine love for pure art and music. Mrs. Ellsworth loved beautiful art in all its forms, while Oceola the pianist could deliver beautiful music by playing on the piano. Mrs. Ellsworth appreciation of pure beautiful art made her treat Oceola as her own protegee . Mrs. Ellsworth love of good music made her like and kind of adopt Oceola and her pianist artistic talent. As for Oceola, she kind of distrusted Mrs. Ellsworth in the beginning but grew to respect and trust her later on. Oceola the black talented pianist could deliver good piano music, while Mrs. Ellsworth did not mind spending her money to finance and support an African-American piano artist.
In the text, Becoming a Teacher, the author reflects on why gender is included as a dimension of multicultural education, which is defined by Parkay (2016), “multicultural education is committed to the goal of providing all students – regardless of socioeconomic status; gender; sexual orientation; or ethnic, racial, or cultural backgrounds – with equal opportunities to learn in school” (p. 291). These cultural dissimilarities between the genders are created by the expectations society stereotypes them to follow. As Parkay explained in the text, “through sex role stereotyping, families, the media, the school, and other powerful social forces condition boys and girls to act in certain ways regardless of ability or interests” (2016, p. 296). According to this, students are categorized by society standards, which
There are several key ideas that are crucial to understanding the best way to teach young, ELL students. The first idea is the importance of recognizing ELL’s feelings of isolation and alienation. When a teacher recognizes this, they are more capable of helping the student feel a part of the class. The student will struggle to participate if they do not feel like they belong with the other students. There is not only a language barrier, but also sociocultural differences that prohibit them from feeling accepted. Tiffany emphasizes the importance of acknowledging this problem and being aware during classroom activities. She suggests that you get a deep understanding of their cultural background, not just a “touristy” one.
I was interested in how ELL teachers connect with their students of diverse backgrounds and cultures. Each said that they try to learn about the students’ cultures. The teachers all felt it was important to make a connection. They suggested taking interest in the student’s native language and home life, or having students share language, holiday traditions and foods. ELL teachers can also try to incorporate the different cultures to enrich their lessons.
“Beware the adjective ‘natural’. Beware ‘trivial’. Both are boulders rolled up against a door you may want to open. Rolling away those boulders can take a lot of intellectual and social stamina.’’ (Enloe 2007, 10). By this, I believe Enloe is referring to the cost element of feminist curiosity. To be feminist curious, one needs to be dedicated, committed, ready to accept criticism and prepare to sacrifice. She explained further that, exercising feminist curiosity requires direct and conscious efforts. And yes, there will be friends, family members, work colleagues, and bystanders who would see you weird when you ask feminist curious questions. Those scornful looks will surely drain your energy and even discourage you. That is why one must be committed and ready to expense some energy into persuading the public into taking
Girl Time is a book written by Maisha T. Winn who is a former public elementary school and high school teacher. She has worked extensively with youth inside and outside urban schools throughout the United States. Winn provides information in the book about girls incarcerated in juvenile detention centers and girls who have been previously incarcerated.
Using the murder of Dee Ann’s mother as a means to intertwine the lives of the characters together, Steve Yarbrough examines the nature of relationships in “The Rest of Her Life.” The relationships in the story take a turn after Dee Ann’s mother is killed, with characters seeking to act more on their own, creating distance between many relationships throughout the story. Independent lifestyles prevent emotional bonds that hold relationships together from forming, thus preventing the characters from maintaining healthy relationships. The dysfunctional relationship present between Dee Ann and Chuckie in “The Rest of Her Life” is the result of the characters ' desire for self-gratification.
Jeanne Wakatuski is a young girl who had to endure a rough childhood. She thought herself American, with a Japanese descent. However, with WWII and the internment camps, Jeanne struggled to in understanding who she really was. It started with Manzanar, at first she knew herself as a Japanese American. Living in Manzanar gave her a new perspective, “It (Manzanar) gradually filled me with shame for being a person, guilty of something enormous enough to deserve that kind of treatment” (Houston and Houston 161). Jeanne faced the problem of being someone who was not wanted or liked in the American society. A good section that shows the discrimination at the time was when Jeanne tried to join the Girl Scouts, which is on page 144. She was turned
In contrast, there is an alternative perspective (i.e. nurture) that has been gaining popularity. This
Edgar Allan Poe’s 1849 poem, “Annabel Lee”, explores the common themes of romance and death found in many of Poe’s works. The poem tells the story of a beautiful young maiden named Annabel Lee who resides by the sea. The maiden and the narrator of the poem are deeply in love, however the maiden falls ill and dies, leaving the narrator without his beloved Annabel Lee. Contrary to what many might expect from a poem by Poe and yet still depressing, the poem ends with the narrator accepting Annabel’s death and remains confident that they will forever be together despite her parting.
In the present United States, a mixture of males and females make up a university classroom. In life, males and females have different conversational styles. The ways that they communicate to each other in a conversation, as well as how they communicate with their instructors and peers in the classroom. Although there is a combination of both genders in the classrooms, schools gravitate more towards using learning techniques that are more applicable towards men than women (Tannen 369). When teaching with a mixture of people that learn differently, it is difficult to have a certain technique to use that would help everybody in the same way. Yet it is important that equal opportunities are given to both genders that allows them to do their best and succeed in their academic careers. Educational professionals need to understand the conversational differences in gender and have better teaching strategies that fit both male and female conversational styles.