LLED 360­ Fall 2017                        

Dr. Lorna Ramsay  

 

Reading Analysis Reflection

 

Presenter Date: September 21, 2017

Facilitator name: Katie Harries

Discussion members: Jessica Pellegrino, Justine Martins, Rania Ismail, Laura Qin

 

Text Chapters:  

Coelho, E. (2012). Chapter 3: Linguistic and Academic Support for Newcomers and Language Learners. Language and Learning in Multilingual Classrooms: A Practical Approach. Toronto: Multilingual Matters, p. 57-82.

 

Name of Outside source:

Harris, E. A. (2015, October 08). Dual-Language Programs Are on the Rise, Even for Native English Speakers. Retrieved September 19, 2017, from https://www.nytimes.com/2015/10/09/nyregion/dual-language-programs-are-on-the-rise-even-for-native-english-speakers.html

 

Main Themes:

• There are many ways to support english language learners in a school environment.
• Student interest and curiosity is a tool that can be used to drive effective teaching.
• All students have different experiences leading up to and during their time in language learning programs.

 

My Critical Argument or Thesis

In order to help ELL students learn, it is important to personalize their experiences within the school to ensure that their education is moving at a reasonable and productive pace in order to maximize their language skills.

 

New Vocabulary:

Academic language – Coelho explains that children develop basic social and survival language, while also developing their abilities to communicate in academic settings. Coelho states that those who have met academic language goals will be capable of understanding complex situations, will be able to analyze and understand new content with ease, will have “knowledge of more sophisticated, low frequency vocabulary,” will have mastery over words that can change meaning, and have the power to utilize complicated language structures. (p. 60)

Dual language education – Coelho defines dual language education as involving “the use of both the students’ first language (L1) and their second language or additional language (L2) as languages of instruction.” (p. 65) Rather than introducing children to a new language, the development of two languages are equally prioritized.

Intensive self-contained language classes – This style of language education is centered around the isolation of language learners in order to provide them with intensive classes that are concerned with encouraging the mastery of a language. Coelho notes a limitation to this style is that students are largely isolated for the rest of the school community. (p. 68)

Part-time language classes – This style of language education allows children to be involved with the mainstream class, but having private sessions with a specialized teacher for portions of the school day. Coelho argues that the best time to have these language classes ins when their “regular class is engaged in lessons that depend heavily on linguistic and cultural knowledge.” (p. 69)

Tutorial support – This method of language instruction is a very limited, in that students would typically have short sessions, usually only a couple of days a week. Coelho notes that this model is often the result of a lack of resources. (p. 69)

Content-based language programme – Coelho explains that “students learn the language by talking, reading, and writing about content on subject matter that is important to them.” (p. 72)

 

Educational Implications:

­         Insights and connections to educational themes and theories or more global issues

• Vygotsky’s theory of proximal development is similar to some of the points made by Coelho – specifically in her suggestions to remove children from social situations for private language lessons only when the material would be very difficult for them to master. By encouraging gradual development, Coelho seems to be echoing many of Vygotsky’s suggestions regarding the ‘scaffolding’ technique of teaching.
• Maintaining one’s ties to their culture is incredibly important, and it may be the responsibility of the educator to ensure that the child’s language skills aren’t deteriorating in their first language while their second language is being developed.

 

­         Insights and connections on practical teaching strategies

• Content-based language programmes may be utilized as very effective tools to spark interest in material while building language skills. By giving children some degree of control over their own education, educators are fostering competencies that will be useful to them throughout their lives.

Questions:  

• How can we as educators provide support for language learners?
• What are some ways in which we can encourage the maintenance of language learner’s first language?
• How can we help foster the development of academic language skills?
• Considering the importance of continuing language education, how can we ensure that a child’s language needs don’t become eclipsed by other academic priorities?

 

Comments on discussion:

Our discussion largely revolved around the need to be willing to adapt lessons to provide students with as much support as they need. It is vital to recognize that each child is approaching the english language from their own unique experiences, and as such, no two students should be treated as the same. This standard applies to siblings as well. Age has a huge impact on how students process and learn language.