Response to “Language Objectives” and my Practicum
What if the school itself is the driving force between me and my language curriculum? In Himmel’s article “Language Objectives: The Key to Effective Content Area Instruction for English Learners,” it really did provide me with view that truly sees the benefits to implementing academic language in the classrooms for not only ELL learners but also other students. Exercising students speaking, reading, writing, and comprehension is of course beneficial into every class, but what if it seems to difficult to implement in a “manageable elective”. This term “manageable elective” has been coined at my practicum school. It stands to represent courses such as drama, physical education, and art, which are, to quote “programs designed to allow students an opportunity to succeed”. This idea of success in a classroom, has been watered-down to pretty much mean, an non academically challenging class. I also understand why this stigma exists. In my school there is a very high percent of at risk youth. One of the greatest challenges my school faces is attendance. Some of the students at my school have some of the highest suspensions in the whole of BC. So of course, my school wants to provide opportunities for those kids to succeed by offering them classes that are encouraging in the chance that they could thrive in a specific interest. So my predicament lies in the fact that i do want to create an environment where my students can thrive and succeed, but I also want them to feel challenged and learn something. If i start implementing readings, and writing into my class i will not only be met with heavy opposition from the class but also from the school itself. How can i build my students language when these ideas are met with much animosity?