Reflections of YOED 6020 - Plus bonus YouTube videos!

Newcomer Brochure

I have to admit. My newcomer brochure was more like a booklet. However, I really learned a lot about what ESL students might need to know. I did not realize that I would need to help the parents understand the expectations of the school climate - for example, that students receive free transportation to and from school, that students are expected to work in groups to learn from one another, and that students should feel comfortable to ask questions.

Additionally, I put together a list of community information that new families should know - hospitals, food resources, housing, jobs, transportation, etc. I talked to a social worker at school and she helped me put together the list. I really think that a community resource list it is important for new families.

Cloze Procedure

I really the Cloze method of assessment. I think that the teachers would benefit from this unique type of assessment. I will use this in my classroom.

Choral Reading

I was introduced to choral reading in undergraduate school. I did not realize that it would help ESL students. After watching some YouTube videos, I can see how it can really help students!

Evaluating Materials

From the Evaluating Materials assignment, I learned how reading materials differ. I think this helped me to see that ESL students need text that caters to them when possible. The ESL textbook that I reviewed was so much different than the nonfiction text. The pictures and text really helped to extend the language acquisition process in the ESL textbook. 

Writing Prompt and Anticipatory Guide

I made one large file for this assignment. I will use both activities in my classroom. I now realize how the writing prompt for ESL students are much more guided than the writing prompts I gave in my general education language arts classroom last year. The anticipatory guide was genius! I have done this before as a whole group activity, but I never thought about the possibility of doing it individually or in small groups in conjunction with classroom instruction.

Technology Components

I really like the integration of the wiki and blog into the course. I want to get to a point where I can use these types of tools in my classroom. I am trying to talk my principal into using Twitter (my classroom's Twitter page) in the classroom to help aid in group discussions about concepts. I sent my principal the following YouTube videos - maybe she will let me use Twitter to facilitate group discussion! I am inserting the videos into this blog in the event that any of you want to send them to your administrators, too!

Twitter in a High School Setting

Twitter in the College Setting

General Teacher Tips for Using Twitter

And! Last but not least

... in addition to all that I learned from the assignments, I managed to find this SUPER cool YouTube video along my conquests of researching images or media for the YOED 6020 assignments.

Language is Art

Language is Art

When it comes to selecting reading materials for ESL students, I feel that there are many factors to consider. I think that the vocabulary should be appropriate for the student's ability. If the student is very new to English, a higher focus on BISC would be more appropriate. The use of natural dialogue would be more fitting than primarily academic language. Nonfiction materials must be scrutinized heavily for students new to English because of the amount of difficult vocabulary.

Additionally, illustrations are very important to the ESL reader. With native speakers, illustrations are important to keep the young reader's attention. However, illustrations serve an additional purpose to the ESL student. Illustrations play a major role with comprehension. Illustrations should be chosen that help the ESL student the actions that are occurring in the story. Additionally, illustrations that feature objects are appealing to allow for teachable moments during lessons.

Promoting literacy is very important for any learner. Parental involvement is key to the success of any learner. I feel that parents should be guided so that they can help their children learn. With ESL students, parents will need extra help promoting literacy at home. The importance of literacy does not apply to only L2. If parents are unable to help with L2 literacy, they can help the student maintain/extend L1 literacy. If the parents show that books and reading are important at home, then the student will extend that attitude into the school.

It is also important to mention that not all books are good books. Even though you can get a book on the bargain table at a bookstore, it doesn't make it good enough to have in your classroom. It is important to find a reason why you have the books in your classroom library. If it is because of the vocabulary, illustrations, content? The answer should not be "because the book was on sale." I know that when I choose children's literature at a bookstore, I sit down and read part or all of the book. I am looking for books that have key vocabulary, meaningful illustrations, or key concepts. I look for books that make me see that language is art.

What makes you choose books for your classroom?

There is no Frigate Like a Book...

There is no frigate like a book

To take us lands away,

Nor any coursers like a page

Of prancing poetry.

This traverse may the poorest take

Without oppress of toll;

How frugal is the chariot

That bears a human soul!

- Emily Dickinson

In the above poem, Dickinson describes a book as better than any frigate (boat), courser (horse), or traverse (passage/bridge). Dickinson uses analogies that have connotations related to taking a journey. This is not a mistake. Poetry interpretations are completely subjective. However, to me, this poem is illustrating the idea that books can take you places. As a child, I always heard adults say that books can take you places. I thought the phrase meant that I could read books and use my imagination to learn about or see far away places.

However, my idea of what that phrase means has changed in the last 5 years. While in undergraduate school, I served food for 40 hours per week at Ruby Tuesday. It was physically and cognitively exhausting! It made me genuinely appreciate the sacrifices I made for my textbooks and the information in them.

In the last year, I have experienced my first year of teaching while taking online graduate courses. I have seen the ways below-average language skills can affect a student behaviorally, socially, and emotionally. Reading and/or books is much more than using your imagination to see other places. It is now as an adult that I equate literacy to freedom. The ability to read, write, and effectively communicate opens so many doors!

That is why I teach. When I started undergraduate school, the driving purpose I had was to change the world. I realized that empowering youth with knowledge is changing the world. I now want to empower and liberate students that cannot communicate in their new environment. My view ESL teaching is grounded in feelings of compassion and culture. ESL teachers must be compassionate to assuage the language shock felt by some ESL students. Serious distress can be caused from consistently not being able to communicate thoughts, feelings, and emotions in the second language. Click here for a more detailed list of what language shock feels like to language learners. Additionally, ESL teaching is introducing students to diversity and new cultures. The ability to accept diversity is predominantly suffering in schools. I want to create a classroom environment that facilitates growth in all cultures represented in the room - and even in cultures in which none of the students are familiar!