LLED 360

Class discussions and assigned readings have collectively highlighted the increased difficulty that English Language Learners encounter compared to their peers. In addition to  having to master the vernacular language in order to understand, be understood, and be accepted into social dynamics, ELLs must also incorporate academic language as used in the classroom.

Each subject area either introduces new vocabulary, offers alternative definitions and connotations to familiar language, or both. The shear amount of information that students are expected to retain can be overwhelming and discouraging. As an English learner I can be challenged and feel intimidated by unfamiliar fields. The examples and scaffolding described in the text struck me with the idea that subject specific classroom environments should then try to create a “practice arena” for students instead of a delivery system. Exposing students to language, its use, and encouraging students to engage and not be afraid to manipulate the terms creates a safer space. Combine this with being as aware as possible of the limitations that the accepted language of our academic fields present can optimize the goal of having students feel accepted into the subject’s community. Common transition words, expressions, attached significance to the weight, and use of a word need to be articulated and explained. The use of such terms can then be encouraged and used as often as it remains relevant. Language is like a muscle as it can only become stronger and more developed through use and exercise.

Besides familiarity with a language, the types of thought that exist for different cultures and families must be taken into consideration. Being Canadian, I often take for granted how society has shaped my values, flexibility to express myself, and my thought processes developed through parental influence and my education experience. How I choose to explore material, question information, and challenge my surroundings, whether it be academic sources, my peers, teachers, parents or role models, have been intrinsically shaped by the society and culture by which I have been surrounded. As a teacher, if I continuously bring these ideals and expectations into my classroom, then there are may diverse students that may struggle with this type of encouraged critical or creative thinking as it has yet to have been introduced within their own family and cultural circles, and vice versa.

Being consciousness of the level and type of language chosen within a classroom setting, the abstract themes and modes of thinking we choose to encourage require equal amounts of consideration. Being open minded and flexible are key features to lesson structures. Without these qualities, students that lie outside the traditional societal framework, linguistically or by customs, can be left behind unintentionally. Now, when I am faced with having to discuss the concepts of function, rational, prime, and integer in math classrooms, I must specifically acknowledge all of the extra baggage that is tied to each of these terms. All of the reflection, scaffolding, and self-expression that has been introduced and continuously revisited over the last month are going to become essential tools.