9 Responses to other blogs

CH1

Kerrie Richardson makes two valid points in her chapter one blog.  First, few Europeans, especially those from the southern countries, spoke English as of the 1990s.  Second, English speakers, Americans among others, assume that their language is universally spoken.  Surely the percentage of non-native English speakers has increase since the 1990s.  English language popularity may not be based on the fact that it is widely spoke, but rather, the considerable consumption of English language derivatives—music, entertainment, and cinema.  Surely English’s popularity is indisputable as commodity.  Perhaps, that is what makes some English feel haughty about their native tongue.

You are right that English learners, even specific individuals, exist in constant flux.  I too have morphed in regards to English as many other close to me have.  I have been considered by some to speak English with an accent and by others to be perfect.  Who knew language ability could vary so greatly without it changing, but by context.  That is what makes language so fascinating.  It is for that reason that even in my early childhood I sought to learn other languages even under dire circumstances, although I didn’t understand how it would shape me.  It is strange how decisions and circumstance can have such a marking effect. 

CH2

The lack of student self-confidence you speak of is quite discouraging for some.  I have a brother who feels completely out of place in public places and academic settings. He usually ends up becoming sort of a social recluse in those places.  However, if you visit him at his cabinet shop you would find him to be a confident outgoing expert.  Our students, under the right conditions, will feel confident.  We need to place our students in the setting, social and physical, for them to take risks with confidence.  That is easier said than done, but that’s why we do what we do.

I agree, teachers who know their students will gain their trust and create a welcoming learning environment.  However, building trust and encouraging risk taking is only the first step.  The second is vital too.  In this part students and teachers are able to exchange valuable language specific knowledge in ways that make language useful and content meaningful.

CH 5

A focus on the learner rather than the instructor is a current trend that makes a lot of sense.  Learners, especially youngsters, are untapped pedagogical resources that are commonly overlooked.  Another group of student that is commonly ignored are immigrant ELLs.  Freire’s work makes particular emphasis on student-centered learning.  Practices are still part of the equation its just that operate in conjunction with student interest, skills, and background.

Yes, I agree, what takes place in the classroom should be a meeting between teacher and students.  There are many ways that an optimal meeting can be found.  A strong point made is that mastery leads to greater motivation.  It takes coordination and flexibility as you mentioned.

CH 6

Familiarity, low stress, and confidence are all key components of an effective learning environment.   Routines help build familiarity.  However, using student backgrounds is an excellent method that can lead to greater depth and breadth to instruction.  When stress is lowered and students reach mastery confidence rises for teachers and learners.

Listening is a very important skill for all learners.  Listening can be a lot of fun if they are set up in the right way.  As stated in the blog alliterations and other activities can stimulate student interest. These activities are ideal for all learners, ELL and others.  The important point is to have the right physical setting and materials.

CH7

You’re right.  Student input and the work that derives from their direct participation is invaluable.  Many times though, educators feel that they don’t have time to wait for student input because it can so slow in developing.  However, there are different ways that teachers can integrate student input within different areas like: technology, science, math word problems, and prompts. Regardless of the time it takes the connections to language that students make is worth the time.  Nevertheless, educators do need to appreciate student input and administrators should support these efforts by allowing greater flexibility in scheduling and curriculum pacing.

Yes, all learning, especially, reading and writing, needs to be within a context that is attractive to learners.  Many times “we” believe we know best and we, unfortunately, forget to tap our students’ interests.  Reading should also involve the full gamut of genres so that students can develop different reading skills and techniques.  As you mention it is most rewarding to see students practice what we model during direct instruction when they are on their own or in groups.

CH 8

A child’s imagination has no limits! Yet we try to sidestep their imaginative bird walks instead of teaching them that there is a place for those spirited and whimsical journeys in learning.  Doodling and journals are excellent tools for young people to explore their daydreaming tendencies.  As mentioned visuals like cartoons and other illustrations are effective stimulating tools for all learners.  Finally role playing and drama, in its different manifestations, is also a great activity for students to develop their literary skills.

Yes, imagining involves exploration.  Exploration is at the base of most, if not all, learning activities.  You mention some very appealing genres that will surely attract students.  Imagination seems to appear at the wrong time, but that’s why we must find ways to harness it in ways that benefit our students.

CH9

It appears the English language is complex to speak of and to understand.  However, English has adopted many words and terms from around the world and now it is influencing other languages.  Whether or not it is universal the cultural-political apparatus it belongs to makes a widely used means of communication, entertainment, and information.  Let us not forget that the English language has been a language of political and economic dominance for over three-hundred years, first by England and now the United States.  Ironically, the English language has, since its origins been influenced by other languages.

I like James’ interpretation of this chapter.  Grammar doesn’t have to be complex and it can be simple and fun.  In fact, my experience has been the simpler the process the more students grasp and master.  I had never thought of “I Spy” in the way James mentioned it, thanks.

CH12

I am sure dual-immersion programs would provide students with the opportunity to develop greater language ability and academic skills in general.  The challenge may lie in that not all students may perform optimally under a dual—immersion educational setting.  At the same time, I do believe students should be exposed to other languages beyond the current two-year requirement.  Unfortunately, our current educational system is not geared for long-term development, but rather returns within specific pre-determined time frames.

Yes, some students do not develop sufficient general language skills to succeed in a dual-immersion program.  We sometimes mistakenly assume that students are capable of being fluent in two or more languages.  I believe that that would be similar to believing that all students can become scientists.  Bilingualism is not as easy as it seems, but we generalize what it is even when it is practiced in a rudimentary form, which would be tantamount to calling a mechanic a true “mechanic” when can only fix the same mechanic sometimes and not all the time.  Not everyone can be truly bilingual.

CH13

English is as close as we can get to a universal language.  Surely more people speak Chinese as a native language, but no other language is as consumed as English.  Films, music, and other forms of entertainment make English a widespread means of communication.  Widespread consumption leads to varied production.  Shelley Rodriguez points out that accents and code switching are a natural result of the variances that are created by English speakers around the world.  Unfortunately, there are social and cultural hierarchies and prejudices affect how accents and those who produce them are viewed and valued.

Bob Perez makes a very true point that context defines language’s meaning and power.  As educators we have the responsibility to model and procure a respect for others’ language use.  Shared visions are difficult to produce or establish.  Nevertheless, we must tread with great consideration for others and our own origins, the latter is especially of value because we tend to forget our place in the English language continuum.

Chapter Ten Response to Kerrie Richardson

Kerrie I was unable to post on you blog site, I apologize.  You know whether or not activities involve classic cultural elements, they still validate what we do in our lives.  When we seek to include culture, it should be what we do with our daily lives because that is the main avenue to our learning.  Daily culture or shared experiences are just as valid as learning about a distant past.

Chapter Ten Response to Bob Perez

I was unable to post this comment on your blog, I apologize.

Bob you are in the right when you say that we are “emissaries of knowledge”.  The problem is that teachers have a tendency to become doers not activists, much less transcending thinkers for their students.  Diversity is not politically correct it is pedagogically sound principal.  Science has proven that we are more similar than different yet society, at large, resists to accept that we are socially more alike, at the core, than our superficial customs show.  As teachers we must be agents for unity and not within, but beyond.

Response to Chapter One Blogs

Kerrie Richardson makes two valid points in her chapter one blog.  First, few Europeans, especially those from the southern countries, spoke English as of the 1990s.  Second, English speakers, Americans among others, assume that their language is universally spoken.  Surely the percentage of non-native English speakers has increase since the 1990s.  English language popularity may not be based on the fact that it is widely spoke, but rather, the considerable consumption of English language derivatives—music, entertainment, and cinema.  Surely English’s popularity is indisputable as commodity.  Perhaps, that is what makes some English feel haughty about their native tongue.

Bob Perez is right, English learners, even a specific individual, exist in  flux.  I too have morphed in regards to English as many other close to me have.  I have been considered by some to speak English with an accent and deemed by others to have perfect enunciation.  Who knew language ability could vary so greatly without it changing, but by context.  That is what makes language so fascinating.  It is for that reason that even during my early childhood I sought to learn other languages even under dire circumstances, although I didn’t understand how it would shape me.  It is strange how decisions and circumstance can have such a marking effect.  

Chapter Thirteen Teaching English in Context

Lynne T. Diaz-Rico makes it clear that people who do not speak English and inhabit the United States have the right not to speak English (Diaz-Rico, 2008, p. 331). She also implies that people, at large, have the right to speak English in the dialect of their choice. Furthermore, she argues that teachers should honor the learner’s given dialect.  In the same vain vernacular English becomes an issue of contention for some English learners who see it as an undesirable target. Ultimately, there is a clear dialect hierarchy that surrounds English and it informs who is considered proficient and who is seen as a viable teaching candidate.  Nevertheless, code switching to formal English as opposed to vernacular or dialect ridden language is an important skill teachers should model for their students (O’Neal and Ringler, 2010, p.50). The previous can be achieved by any instructor not just those who were raised speaking a given standard dialect.

Chapter Twelve Dual-Language Proficiency

Bilingualism is should be ubiquitous in the pluralistic society the United States claims to be. Unfortunately, English is a dominant language in an increasingly xenophobic society where immigrants are made to feel they should discard their cultural and linguistic capital like their predecessors did in the past.  Bilingualism, biliteracy and all of the formats that bilingual education can manifests itself in the United States will not succeed because of a clear point Diaz-Rico makes, “fear” (Diaz-Rico, 2008, p. 322). Jim Cummins research supports Diaz-Rico’s argument and claims that “fear” extends into the nucleus of minority-language families who drive their children toward dominant-language monolinguism for fear of academic failure (Cummins, 1981, p. 16). Political and social stress and the irregular and complex nature of language acquisition keeps society at large from seeing bilingualism, in its various pedagogical formats, as an explicit educational goal.

Chapter Eleven Components of Cognitive Academic Language Proficiency

Most teachers in the American educational system practice a form of the recitation pattern.  In this model the teacher initiates interaction, students respond, and the teacher evaluates or provides feedback (Diaz-Rico, 2008, pp. 301-302). This method only serves to exacerbate the gap between fluent English speakers and ELLs (Diaz-Rico, 2008, pp. 310). This type of teaching style robs students who need the English language development the most. It tethers students to BICS and keeps them from developing BICS. In the end students who are designated as language proficient because they managed to acquire sufficient “test-wiseness” and therefore are able to successfully navigate through literacy components of language (Aukerman, 2007, p. 628). In our CELDT driven ELL assessment model we fail to realize that much of what the test measures is beneath our students cognitive ability, but above their “test-wiseness”.

Chapter Ten Culturally Based Language Teaching

Culture is all encompassing yet it is important to find a definition. Sure it is culture in its most obvious manifestations is observable, nevertheless at its most significant levels is intangible—values, rhythms, rules, and roles (Diaz-Rico, 2008, p. 272).  Language, one of culture’s central components, is informed and shaped by dozens of factors such as; political phenomenon, sports, religion, and other social and scientific events or processes. More importantly culture is ever changing and splinters.  When it is part of the content or the central theme it selves, students should be allowed to provide the basis from which it is approached so that language is acquired in the manner that it best serves learner.  Culture as content opens the doors to political, history, and social vocabulary—all the things that compose it—vocabulary and envelopes students in language like few other subjects can (Cruz and Duplass, 2009, p. 432). Unfortunately, culture, in most classrooms, is little more than folklore and superficial. 

Chapter Eight Learning Processes and the Imaginary

This chapter involves more creative elements found in learning—the imagination and drama. Although many see dramatic representations as entertainment, the truth is that they offer a rich context for learning to take place. Dramatization and take place on many levels, but one of its most redeeming values is that it helps students enjoy the listening and learning experience so that vocabulary is acquired in a state of relaxation.  

Sue A. Rieg and Kelli R. Paquette support Diaz-Rico’s views by highlighting that learning is at its zenith when the student is immersed and actively partaking and exploring the physical environment (2009, p.149). The content still is of relevance and teachers can work with their students in myriad of formats and genres that create the greatest opportunities for learning.

Chapter Seven Literacy Instruction for EL Development

In chapter seven Lynne T. Diaz-Rico follows a similar pattern to cover reading and writing as she utilized in describing the listening and speaking process. 

The process is as follows:

1.      Into—Readers draw on prior knowledge, use K-W-L charts and set goals for their reading.

2.      Through—Students are given cognitive aids—outlines, Venn diagrams, or other graphic organizers to digest the content.

3.      Beyond—Learners analyze the cultural perspectives and content and complete work that exhibits comprehension and analysis (2008, pp. 179-180).

Diaz-Rico covers writing with a different approach than the other elements that compose language development.  She uses a multi-step process explain the writing-workshop journey. The process includes:

1.      Prewriting—Brainstorming and other stimulating interaction

2.      Drafting—Capturing ideas so that their a sense of focus and direction

3.      Self-Correction

and Revision—A process that stems details to grammatical revision

4.      Peer Response—A formal sharing process that involves analyzing strengths and weaknesses

5.      Group Review—Content review and appropriate behavior experience

6.      Writing Conferences—Face to face meeting with the teacher in which students present their paper

7.      Editing—Emphasis is on students taking charge of self-editing

8.      Error Correction—At the early levels fluency is key, but as writers develop accuracy becomes the focus

9.      Publishing—This final step can take many forms—plays or books—formatting is also considered in this phase.

Reading and writing can seem monolithic challenges for English-language learners especially when they find themselves surrounding by native-English speakers. In theory sound instruction will benefit all learners. However, a 2009 study conducted by Jennifer O’Day found that practices that benefited non-EL students had “little discernible benefit” for ELLs (2009, p. 105). With all the more reason teachers need to know their students well and discern which methods and procedures benefit their particular students rather than adopting all encompassing district materials and practices.

Chapter Six Oracy Instruction That Builds on the First Language

Vygotsky believed that language skills—listening, speaking, writing, and reading—intimately linked to thinking.  In this chapter the foci are listening and speaking and their development.  Lynne T. Diaz-Rico describes three steps—before, while, and after—that form part of the listening and speaking process.  The listening section is composed of the following: 

1.      Into—Learners are introduced to the verbal setting—vocabulary terms, accents, specific cultural setting, among other elements.

2.      Through—Students are given cognitive aids—outlines, graphic organizers—and are given multiple opportunities to ingest the audio material. 

3.      Beyond—At this stage learners are given the opportunity take part in one or more of these options—write, draw, a physical representation—as a closing activity (2008, pp. 149-151).

Similar steps are followed for the “speaking” component.  This “into, through, and beyond” process part of a fundamental sequence that prepares second language learners and others belonging to language subcultures to make that fateful “dialect switch” that spurs academic achievement (Craig, Thompson, and Washington, 2004, p. 270)

Capter Five Learner Strategies and Learner Focused Teaching

It is widely accepted that neither intrinsic nor extrinsic factors hold a monopoly over learner behavior and performance. Instead it is a mixture of intrinsic and extrinsic elements that shape self-motivated and self-managed learners. Lynne T. Diaz-Rico argues that most teachers would prefer the aforementioned student type, although they would have trouble handing the reins over to their pupils (2008, 107).  There are many things that can go wrong—students won’t ask for help on time, scheduling constraints, pacing (Lizzio and Wilson, 2006, 691)—as self-motivated and self-managed learners are developing the necessary skills and practices to succeed.  However, the benefits of developing the critical thinking skill set that leads to the manipulation of the academic world and self-understanding vastly outweighs the unavoidable obstacles.

Chapter Three Performance-Based Learning

Teaching is a constantly morphing mixture of science and humanistic creativity.  However, the pressure placed by the general public and government entities, especially, disrupt the natural course education should take—where assessment and instruction exist and operate in genuine unity (Diaz-Rico, 2008, p. 79). Authentic assessment, unlike traditional measures, seeks real world validation and usefulness beyond regurgitation and display of knowledge. This has deep implications for instructors because the real world is dynamic and pedagogical hierarchies do not dictate who holds knowledge. Standard assessments do not always fit student-centered learning.  However, authentic assessments’, and that of other forms of non-standard practices, reliability is questioned at times because of the lack replicability and comparability of student performance (Hay and Macdonald, 2008, p154). Ironically struggling learners who could reap great long-term benefits from an educational paradigm where their voice and authentic assessment are followed, it tends to be pupils who have proven that they meet standardized measures who benefit from learning-centered curriculum and practices.

Chapter 2 Critical Pedagogy

Critical pedagogy as created by Paulo Freire is the foundation of student-centered learning. At its core critical pedagogy is based on the conviction that the student comes with a wealth of knowledge making her a capable contributor and not an empty vessel awaiting enlightenment in all things. A key component of critical pedagogy is problem posing because it focuses on points of interest and leads to the fruitful discussions as Hones found in his research (Diaz-Rico, 2008, p. 25). Critical pedagogy takes control from the state and the dominant democratizes instruction and learning. It places control within each family and consequently in each individual. That is why Sharon M. Chubbuck argues that the socially just teaching is framed by teachers’ knowledge of their own and their students’ cultural and racial identity as it is not as it should be (2007, p. 241). In light of these powerful concepts and practices, it is unfortunate that schools look to indoctrinate students rather than use them as founding contributors.