LLED 360­307 – Fall 2017                                                                                                                                                                                   Dr. Lorna Ramsay 

Reading Analysis Reflection                    Date: 15 September 2017

Facilitator name: Justine Martins

Text Chapters​: Chapter 2 of Coelho; and article by Nicholas Keung

Name of Outside Source: “Recipe project helps new immigrants connect with their roots,” Toronto Star, 15 December 2016, https://www.thestar.com/news/immigration/2016/12/15/recipe-project-helps-new-immigrants-connect-with-their-roots.html.

Main Themes

In the two different readings, English Language Learners find common connections with people in their community when coming to a new country. They are able to build these connections while still learning English and still keeping their cultures.

My Critical Argument or Thesis

Establishing relationships early on with English Language Learners is crucial in their development in the school community, as well as in helping to develop their English skills.

New Vocabulary

(Keung)The Recipe Project ­ A project in Toronto in collaboration with an immigrant settlement agency in Canada meant to help connect newcomers to Canada to people in their new community with elements of cultures from which they came from.

(Coelho) L1 – The primary language a person speaks; L2 – The second language in which a person comes to learn

­ Looking at the implications of learning new languages and the proper way to welcome them to a new environment

• Assessment of newcomer students and how best to proceed with English-language acquisition while still progressing with academic support

 

 

 

Educational Implications

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

• Inclusivity for both students and parents in the school community
  • Helps the transition into the new community
• First days are crucial in implementing effective classroom discourse and programing for ELL students new to Canada
  • Understanding individual needs and competency of curriculum and the English Language
• Continue to foster and encourage the growth of an ELL student’s native language and encouraging them to continue to celebrate their cultures.
• For new students to Canada, helping to encourage their families to develop the new language as well
  • Community events and ways to get the families involved in the school community.

Insights and connections on practical teaching strategies​

• Open-mindedness and flexibility is crucial for creating a good classroom environment for ELL students, especially if the student comes from war-zone backgrounds
• Being willing in creating separate and individualised lesson plans for ELL students who may not be able to complete regular assignments due to the language barrier

Coelho

­ Tailoring lessons to individual students’ need based on their English language skills

­ Some curriculum is seen as without a culture – such as math and science – and may be easier to implement than other subjects

 

Assessment of Toronto Star article

• The article is a great example of English language learning opportunities for newcomers to Canada and create connections within their community. This program is great because it takes something that is relatable to all cultures – food – and creates a new setting for people to come together and share their cultures. As well, this program creates an informal setting for people to test out and develop their English language skills with other people.

 

 

 

Questions​

 

• Is there an assumption that all ELL students will learn the language at the same rate?
• Is there a standardised proficiency level expected for ELL students?
• How can we incorporate ELL assessment and assignments into the mainstream classroom?
• Would it be more effective to have mainstream classroom teachers and ELL instructors communicate to create individualised lesson plans for ELL students?

Reflection

 In reading this chapter, it showed me just how vital the first interactions are with new students who do not have the English in fostering a sense of community – both at school and at home – as well as accurately assessing their academic level. As well, this does not just apply to students, but their families as well. As well, many of the different assessments that Coelho outlines in the chapter, make a lot of sense and are very practical and easy to implement in the classroom and will be very beneficial to students who are learning English.

Comments on Discussion

­          Did a group member give additional information or critique the facilitator at any point?

• Yes, the group did, especially on the subjects of an initial assessment and welcoming students to the school community.

­          What was my contribution to engagement?

• My contribution to engagement was in the form of facilitating questions and by posing questions based around the ideas presented by my group, which helped to develop the discussion around the subject.

­          Was the group engaged?

• The group was very engaged in discussion

­          Did the facilitator use strategies to include group members?

• By asking open-ended questions, the group was able to take questions in various different directions and give different perspectives on the topic
  • In having people in our group who aren’t from Canada and who themselves have had to learning English as a second, we were able to discuss what isn’t effective and ideas that could be more useful in the classroom.

­          Is there more research to be done on topics of discussion? If so, specifically state.

Critical considerations of the reading analysis presentation:

­          Were all the objectives met with rigour?

• Yes, all objectives were met in the presentation

­          What suggestions do I have as self-evaluation for growth in presentation content or presentation organization and delivery?

• Being more confident in my delivery and more authoritative in my delivery would help make the presentation more useful.

Facilitator Jason Edge

Group Members:  Raj Dhillon, Kevin Chu, David Yuill, Keegan Slouis

LLED 360­307 Fall 2017                                                                            Dr. Lorna Ramsay

Reading Analysis Reflection Template for Presenter                Date: September 16, 2017

             Facilitator name: Jason Edge

Text Chapters:​ 3 (Pg 55-79)

Main Themes:​ Planning a Whole School Approach

 

New Vocabulary:​

• L2L’S (Second Language Learners)

 

Educational Implications:

• Although after year one or two L2L’s may sound fluent in the language, it may take up to 5+ years to acquire academic language at an age appropriate and grade appropriate level
• Long term support for L2L’s should be given as they are introduced into mainstream classrooms otherwise they will become lost quickly, as they may be able to speak the language, but not comprehend and write at their level

 

L2L’s should not be placed in separate classes for a year or two because:

• they need to continue their education with as little disruption as possible
• taking them out of mainstream classrooms would keep them out of contact with native speaking peers and teachers and this interaction with them helps immensely in the learning process
• It takes 2-5+ years to acquire the academic language as a new comer so holding them back for one year would not be enough

 

L2L’s should also be interacting in their first language as this helps them interact away from school with people who may not be learning the second language.

Language learning should be viewed as a long term process, not a short term one.

Second Language Instruction

Dependent on the amount of students in the school

• Intensive self contained language classes

                  In high immigration areas, schools and districts may go with this option as it’s a way of integrating resources and also teaching the English language to all new comers.

Disadvantage is that it takes away from students interacting with their own peer

group

 

• Part time Language classes (withdrawl or pullout method)

                  Students work in the regular classroom, but during classes that depend heavily on l    inguistic or cultural knowledge, they go to their language teacher

 

 

• Tutorial Support

                  Small groups or even individually the L2L’s work for an hour or two a week where           there isn’t sufficient resources for full time, or if a student doesn’t need the daily   language programs

 

• Full Integration into main stream classes

                  Students should be put into reqular classrooms once their language is sufficient. A     well tailored language program, adaption for learning, and the students needs for          development need to be all taken into account. Teacher should have training on how                 to tailor the learning to the student

 

Content Based Instruction

• Students talk, write, and read about subject matter that is important to them (current curriculum)
• This is important for their overall education
• “kill two birds with one stone”
• Beginning students should deal with relatively undemanding content relating to their immediate needs (school system, holidays, clothing, sports, tv, shopping, transportation)
• This instruction can be used exclusively in classes of L2L’s or ones that are starting to integrate into mainstream classes

 

Under Schooled Newcomers

Need to be identified immediately and placed in an intensive program to help them learn the language of instruction, develop literacy skills, and catch up to peers academically

Question we had that came out of the readings?

Is there a way for information to flow from elementary schools to middle/ high schools as the L2L moves from school to school to ensure the flow of their personal information is quick so the student doesn’t lose out on valuable learning times.

 

LLED 360­ Reading Analysis Reflection

Chapter 2 – First Days  & Beyond

– integration of newcomer children and families into the school and community

– developing relationships with parents and community

– focus – newcomers from other countries

– acceptance

– assessment – family, student – help with bilingual educator or professional interpreter

– must be trained

– making sure proper name is used, names vary according to background

– Interviewer

– registration form, previous education, language skills, academics,

– communication with parents on process

– provide any material on orientation or welcome package

– main purpose – education history

– use visual material to communicate with student – charts, graphs, diagrams, maps

– start a student file and keep up to date notes

– 2-3 weeks very important to access student

– Assessment Tasks

– level of development in first language

– proficiency level

– mathematical skills

L1 & L2 Language skills

Activities to assess proficiency

– start at L1 and then work to L2

– different types of questions – explain in native language as well

– do not ask to read out loud

– STEPS page 9/10 chapter 2

– do not have expectations, make sure student is comfortable

Math assessment

– can provide general overall academic background

***Language support class – may access during regular class but not all day; they need to be in classroom to learn and interact

– education differ widely around the world, parents could be surprised or shocked (diff. routines)

– Student Guides – tour of school

– include student in activities but keep it simple

Parent Orientation

– print material or online

– admissions, school day, policies, uniforms, supplies, clothing

– orientation videos

Parent Network

– ask for volunteers for parents to work together

Supplementary Programs & Services (parents may not have time to teach kids)

– homework clubs – after school, (with teacher, volunteers

– individual tutoring – individual attention and support, tutors, BEd Students

– Multilingual resources – library – access to various material

– online resources, computer – make school computers available

Developing good relationships with parents and community

– use translator’s, interpreters if needed – good communication is key

– good environment, safe

– get parents to help volunteer – their native language is key –

– parent student activities

Language classes for adults

– parents can take classes to improve their language if they have time

– will benefit both student and parents

*Very important to be aware of events in other countries or locally that may have an impact on immigrants or on people from specific areas of the world

1. Syria, Iraq, Somalia,

 

 

 

Shane Fifield Week 2 Reading-Analysis-Reflection

Coelho Chapter 2

LLED360_reading_facilitation