From Pullout to Inclusion in a Service-Learning Project
Introduction
Service-learning is no mystery to those who have been working with English Language Learners in the United States, who are often marginalized immigrants and refugees, and who for linguistic and cultural reasons are misunderstood. TESOL (Teaching English to Speakers of Other Languages) professionals are frequently their mouthpiece, if not their advocates. As advocates of these “other” cultures and languages (who generally support bilingual education), we are seen as a kind of pariah perpetuating the immigration and “illegal alien problem.”
Not surprisingly, given the increase of immigrants and refugees in the U.S. in such a short span of time, many teachers and administrators have relied on their best instincts rather than the best theories or methods to work with English language learners. For one thing, the populations keep changing. Within less than a decade, many programs have served students from diverse backgrounds with completely different needs ranging from low literacy Hmong to high literacy Russians. Teachers are often called on to be experts without having sufficient training in language teaching methodology or in second language and literacy development. Despite their exemplar methodologies in other ways (e.g., task and project based learning, critical thinking, cooperative learning), they do what they think is best, most often relying on their own past experiences learning a foreign language in the U.S. Moreover, TESOL professionals (not a monolith, we understand) are accustomed to enormous linguistic and cultural variety along with a fair amount of ambiguity. Unknowns abound in our world. When service-learning merges with TESOL, what is called for is a new kind of expertise.
In this paper, we set out to question the elusive nature of expertise in company with service learning. Expertise within any discipline is an ambitious goal and even under the best circumstances, liberal arts faculty rarely think of themselves as preparing experts. In the TESOL world we have long since known that our expertise is not locked in our own ability to “technify” our students (or our teachers), or to fill young (and old) minds with theory. Following Edward Zwotkowski (1999) we understand that expertise encompasses more that theoretical understanding and technical skill; it also includes the in-depth knowledge that comes from having lived with a problem or set of circumstances over an extended period of time. We have not had to look very hard to find those living with kinds of problems.
During the first day of ESL academy, I realized the inadequacy of my knowledge concerning the needs of ELL students and how woefully lacking my instruction had been for former students whose first language was not English. Partici...
...eir actions. Either this was the incorrect way Christianity was practiced or humanity was presented in an ambiguous way. The presence of religion goes on further when Douglass introduces Mr. Covey, another master he was assign too. Mr. Covey was a professor of religion and a religious class-leader at the local Methodist church. He also had a reputation of breaking apart young slaves in which Douglass refers to him as a “nigger-breaker.” As young as Douglass was when he moved in with Mr. Covey, he remembers when Mr. Covey gave him “a sever whipping, cutting my back, causing the blood to run, and raising ridges on my flesh as large as my little fingers.” This is puzzling to hear of a man who is committed to faith but his actions seemed to be contradicting.
Canadians strongly believe that peacekeeping is about trying to protect people from extreme harm, a way of providing hope in situations that seem hopeless, and a good method of bringing peace and justice to war-torn countries or failed states. Canadians backing soldiers in their peacekeeping role has been so strong for such a long time that it has generated into their national identity. “Canadians cling to the mythology, born of the 1956 Suez Crisis, that we are a nation of peacekeepers, interposing between belligerent forces bent on war but, even though Canadian government officials and media of the 1990s called the operations in Bosnia and Somalia “peacekeeping missions,” they were something very different from Cold War-era peacekeeping.” Accordingly, over the past several decades, Canadian peacekeeping operations involving their military forces has shifted from a Pearson perspective based on humanitarian intervention to peacekeeping missions entailing massive violence. Therefore, my research paper will focus on how peacekeeping in the Canadian context has changed over the past several decades owing to the Canadian use of its military (internationally) force for extreme violence during peacekeeping missions. I wish to discuss this topic extensively within my research paper by focusing on vivid examples from UN Peacekeeping missions.
In the last twenty years, the population of linguistically diverse school age-children has increased exponentially (Short & Echevarria, 2004, p.9). In order to effectively serve students with different language backgrounds it is important that teachers use strategies that benefit all students. Adrienne L. Harrell and Michael Jordan (2008) found that students need strategies that use explicit language objectives, provide constant reinforcement of academic language, make connections to prior knowledge, and give opportunities to read, write and speak in English to support their language development (p. 5). The presence of these strategies in a classroom with a mixture of ELL students and native English speakers only enhances the learning experience
When visiting just about any school across America, students who attend come from all over the globe. This raises the question across America about bilingual education. This can create many challenges in and out of the classroom. The classroom should be a safe place for all students regardless of what native language they speak. In the essay Lost in translation written by Eva Hoffman, describes a foreign student who tries hard to fit in. Instead, Eva begins to feel angry, hurt and confused because people laugh at her. In Guiding Principles for Dual Language Education by Elizabeth R. Howard, Julie Sugarman, Donna Christian Center for Applied Linguistics Kathryn J. Lindholm-Leary San José State University David Rogers Dual Language Education of New Mexico. Guiding principles gives great ideas to educators to stop kids from making other students feel the way that Eva felt. After reading several articles about bilingual education, it is evident that all children in school should learn English but never lose their native language. When all the students speak one language, students will be less likely to make fun of each other. A good educator should learn enough foreign languages to aid them in effective communication in their classroom although; if an educator does not speak a foreign language, they should recruit within the classroom students to be peer mentors. However, a teacher should be willing to listen and encourage the students. Above all a good educator should be a good role model to their students by respecting their heritage and their language.
...l survival in our society. I work as a counselor each summer at a sports camp in Philadelphia, and each summer I encounter very intelligent students who are placed in lower tracks or labeled as ìlearning deficientî because of their language. This disturbs me because as a speaker of both Black Vernacular speech and Standard English, I know that students can learn to use Standard English just as I have. Unfortunately, many students are not privileged enough to have the same educational opportunities that I was given by my parents, therefore, it is my responsibility to teach these students Standard English the way that I have been taught. But I must learn more about teaching students and dealing with the issues that plague the educational system, and I am looking forward to receiving more of this knowledge during my pre-student teaching and student teaching experiences.
Introduction A service learning experience is designed to enhance a student 's growth in personal and social development and to obtain an understanding of community involvement. For my service learning experience, I volunteered at Change Point Center. In this reflection paper, I will discuss in depth information about the services that Change Point provides, my goals while I was there,and what I ultimately learned from this experience. Information about this experience Change Point center is located in Hot Springs, Arkansas and is a non-profit organization. The role of the agency is to help women in crisis pregnancies as well as families that face crisis situations.
The front doors of Chamberlain Elementary School in Goshen, Indiana are plastered with advertisements for GED courses for Spanish speakers and bilingual memos reminding parents of the upcoming parent-teacher conferences. Colorful posters in either Spanish or English, with the corresponding translation posted alongside them, deck the hallways. Over a third of the student body belongs to a linguistic minority group, with Spanish being by far the most common language. Thus, Chamberlain administrators and teachers face the daily challenge of meeting the needs of a diverse student body within the context of an English-speaking public institution. The school is well known throughout the area for its efforts in embracing diversity, projecting itself as a multicultural institution, and connecting with families regardless of their cultural background. However, in meeting the linguistic needs of its diverse population, Chamberlain falls sadly short. Volunteers or trained teachers pull students out of their classrooms for a brief lesson each day in English as a Second Language (ESL). Language minor...
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation,
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.
“It costs taxpayers too much money to provide government services in languages other than English” (Teaching Tolerance, 2011). The use of a language other than English can not only make it easier but also more beneficial to serve taxpayers. For example, it is easier, quicker, and more economical for claim representatives who speak and communicate in the client’s native language to collect information. Not only does ELL teach bilingualism or help make a job task easier, but it also has been proven that a person who is bilingual he or she receives a better pay, scores well academically overall in the long term, and moves freely in an English language dominated society (NLCI, 2013).
Throughout this course, my beliefs have been reaffirmed regarding the literacy needs of culturally and linguistically diverse learners in a few ways. First, I have been implementing sheltered instruction observation protocol in my classroom. “Sheltered instruction teachers use the regular core curriculum and modify their teaching to make the content understandable for ELLs while at the same time promoting their English language development” (Echevarria, Short & Powers, 2008, pg. 42). The sheltered instruction I have been using in my classroom includes slow and clear speech, scaffolded instruction, visual representations, connecting prior knowledge to learned knowledge, cooperative learning, and targeted vocabulary development (Echevarria, Short & Powers, 2008). This course has reaffirmed the importance of using sheltered instruction to support the needs of the diverse
Islam and Christianity have a vast amount of similarities as well as differences. Islam searches for guidance from the Qur’an and Christianity depends on faith in Jesus. Islamic faith believes in the God, Allah. Above anything else, all religious Muslims obey Allah and his commandments to obtain peace. On other hand, Christianity puts faith in Jesus who is the son of God. A major concept that separates both of the religions is the fact that the God of each faith has different qualities. This means Islam and Christianity don’t worship the same God. Islam and Christianity are two separate belief systems in which two separate Gods exist.
Although Islam and Christianity differ in major ways, they also share some similarities in their belief of God. First of all, Christianity and Islam are both monotheistic religions; worshipping only one God. While both believe in the same God, he is called by two completely different names. He is referred to as "Allah" by Muslims and "God" by Christians. The basic creed of Islam is brief: “There is no God but Allah, and Muhammad is the Prophet of Allah”. Islam teaches that there is one God: the creator and sustainer of the universe, whom is compassionate and just. He calls all the people to believe in Him and worship Him. When someone disobeys the Lord, they may be forgiven if they are sincerely repent. In Christianity, the first, and most important of the Ten Commandments states that "I am the Lord thy God. Thou shalt have no other gods before me". Identical to Muslims, Christians also believe that their God is the creator and sustainer of the universe. The Bible begins with the creation of the Earth by God in seven days.
The increase limited-English proficient students in today’s classrooms are presenting unique academic and social challenges in education. Teachers who lack experience and training in working with linguistically and culturally diverse students must make a commitment to address these student’s needs by learning strategies that can fulfill the dual function of presenting academic content while also providing opportunities for the limited-English proficient student to develop their language skills naturally (Garret, 1999). Diversity in our classrooms represents opportunities for expanding ideas, for learning about language, and for cultural exchange among students. The cultural and racially diverse classroom is a natural resource, yet few teachers realize the educational benefits that can be attained through understanding how diversity enhances the learning experience, especially when teachers are striv...