LLED 360

My short practicum has given me insight into the real experiences of the ELL students. I observed quite a few English Language learners in different subjects, but the majority of my time was spent working with students in art classes. I was glad to see that students of various cultural backgrounds were given the opportunity to make art that was influenced by each of their cultures. They were encouraged to embrace all different factors that make up their identity, including language. There was also a lot of space in the lessons for the teacher to work with students one on one to clarify any language or expectations that may have been unclear.

I taught a class each day and was able to create lesson plans and vocabulary handouts that helped to scaffold the new academic language I was incorporating into my lesson. I soon learned, however, that even if I believe that I have explained things very clearly it does not mean that it translates completely to the students. I had one student in particular who needed time to digest the new information before being able to ask her questions to clarify unclear language and academic expectations. Tailoring my lessons this way was a challenge but such great practice for the future. I am thankful that I was able to have this small glimpse into planning and carrying out lessons that are accessible for ELL students, even though I know that I have a long way to go.

One instance that stands out in my mind was an interaction between a teacher and an ELL student outside one of my observed classes. They discussed the language ability of another English Language Learner. These two students sit next to each other in class, and the first student has been translating what the teacher says to the second student. When the teacher approached the first student in the hallway, she asked that they student stop translating for the second student because she believes this is preventing the second student from learning and practicing their English. After reflecting on this exchange, I realized that from what I observed, it was true. The second student struggled greatly with English and would speak in their first language the majority of the time without using the class as an opportunity to practice English. However, I was puzzled at the teacher’s request to the first student who was just trying to befriend and support the second student. As much as I agree that the student needs to practice their English more often, I do not think it was right to put the responsibility for the second student’s progress on the first student who was trying to help. Though I do not know the whole situation by any means, from what I saw there was hardly any language support from the teacher for the struggling student during my two short weeks. I believe this should to change, and the teacher should be more conscious to address the needs of ELL students when the lessons are designed and presented. I am curious what the best way would be to handle this situation if it arises in my classrooms in the future.