Methods for collecting evidence
Due to the linguistic element of my teacher inquiry, I will mainly be conducting my evidence collection through observation. In particular, the sensory facets of language (scriptural [tactile], auditory, and oral) can be gleamed through classroom observation, and examined with further detail through note-taking, and reflective journals.
Furthermore, by forging a relationship with the ELL teacher at my placement school and observing some of their classes, I will be able to make connections between non-English L1 usage among the students, the environment of the ELL class, and the same for my school advisor’s classes. These classes may have their separate policies in regards to the usage of non-English languages in the classroom.
Also, the school may possess a class-wide policy in regards to a potential linguistic limitation as well. If a physical copy of the policy exists—as I have seen pasted on the walls of other schools—I would like to take photos of the policy, and other images that represent issues connected to non-English L1s.
the evidence
During my short practicum I was given the opportunity to collaboratively plan and teach a unit about creative writing. Specifically, my English 11 class covered creative short stories. A couple of days were allocated to the planning of these stories, and worksheets were handed out in order to help outline their prose’s development. However, I soon realized ELLs may have a difficult time maneuvering pass this developmental stage. Some ELLs immediately began to work in their L1. Although not explicitly instructed to do so, the ELLs who used their L1 were relatively focused from the beginning, and were able to complete their worksheets quicker if not more thoroughly.
During one of the classes, I noticed that some ELLs were having difficulty with starting their assignments. Recognizing this, I allowed the usage of their L1 in writing their assignments, but only if they could translate portions if not all of their stories into English by the good copy. The affected ELLs seemed greatly appreciative of the option, and I observed an immediate difference in engagement. When allowed to write in their respective L1s, the concerned students progressed through their work seemingly unhindered and with an increased level of participation.
PowerPoint Slides
Click the respective images to enlarge them.
When creating my PowerPoint slides, I was adamant about incorporating the L1s of my class’ ELLs. In particular, the second slide featured (onomatopoeia) required the participation of the ELLs. I asked if the respective speakers of Korean, Japanese and Portuguese could read aloud, the onomatopoeic sound for a baby crying. They complied willingly, and by the end, I asked the native English speakers what the sound was in English: wah-wah.
As a note, the slide did not present the onomatopoeia right away. In order to create a sense of suspense, I delayed the showing of the onomatopoeia until I asked about it. Many of the students, not just the ELLs, seemed to enjoy this portion of the lecture. Everyone was seemingly engaged, or curious, about the differences between the languages.