LLED 360307 Fall 2017 Dr. Lorna Ramsay
Reading Analysis Reflection
Date: Sept 21, 2017
Facilitator name: Cassie Tagseth
Text Chapters: Coelho, E. (2012). Chapter 3: Linguistic and Academic Support for Newcomers and Language Learners
Name of Outside source:
Gillespie, K. (2017). Spanish-English immersion classes bear rich fruit. Retrieved from http://www.spokesman.com/stories/2017/sep/17/spanish-english-immersion-classes-bear-rich-fruit/
Main Themes:
Coelho: ELLs face many challenges to learning the language of instruction in school settings and “catching up” to the level of their peers. Becoming fluent in a new language takes time; often more than 5 years. ELLs need specialized support throughout this time in order to catch up with native English speakers. Some level of integration to mainstream classrooms is beneficial for all ELLs.
Gillespie: A Spanish-English immersion class where half of the students speak Spanish at home and half speak English at home has had much success in Vancouver, Washington. The teacher uses context integrated learning strategies that have been shown to have positive outcomes on both ELLs and native English-speaking students.
My Critical Argument or Thesis: Many, including teachers, parents, and ELLs themselves, assume that ELLs no longer need additional educational support once they have reached conversational fluency. This assumption disregards both the long-term nature of language acquisition and the gap between conversational and academic language, and does a disservice to ELLs who need support for years after they have reached conversational fluency.
New Vocabulary:
(Coelho) L2L or second language learner;
Dual language: interchangeable with ‘bilingual’
Transitional bilingual education: L1 is gradually phased out as students gain
competency in L2
Late-exit bilingual programs: maintain and develop proficiency in L1 while
students learn L2
Two-way bilingual programs: in areas where two languages are spoken, both languages are used for instruction for speakers of both languages, with the goal of expanding linguistic capabilities in both
CLIL (Content and Language Integrated Learning): the process of learning a language by talking, reading, and writing about content or subject matter that is important to them
Educational Implications:
Insights and connections to educational themes and theories or more global issues Inclusion: context-integrated learning addresses issues of inclusion because students are exposed to culture and social structures as well as language. See Gillespie article.
ELLs should receive individualized intervention that is developmentally appropriate for their age, prior academic experience, and level of proficiency in both L1 and L2. This relates to themes outlined in BC’s new curriculum, which emphasizes individual needs of all learners.
Insights and connections on practical teaching strategies Use strategies that support ELLs long after they reach conversational fluency – remember that they still may need time and support to develop their academic language skills (Gunderson, pg. 83)
Infuse context whenever possible – content that holds individual, practical, or cultural meaning to ELLs is most helpful in language acquisition
Critique of Gillespie article:
Two-way bilingual programs such as the program outlined in the Gillespie article have been proven to be effective and enriching for ELLs and native English speakers who are involved. These environments are only effective in certain environments, however; it must be an area where there is one defined language of instruction and a strong community presence of families who speak the same language such as Spanish. This model is promising, but it would not be useful in many areas of Canada because schools are more likely to have ELLs who speak many different languages at home.
Questions
Are the teaching models outlined in Coelho inclusive of students with special needs?
Are ELLs receiving support and individualized instruction until they are “caught up” with same-age peers with regard to comprehension of academic language?
In your classroom, how would you add context to your content to support language acquisition for ELLs?
Do you think there are benefits (beyond language acquisition) for students in bilingual programs?
Reflection:
Comments on discussion:
Did a group member give additional information or critique the facilitator at any point?
Yes – Shane added a reading and contributions from his work as an English language tutor.
Danielle, Matt, Shane, and Poppy all offered strategies on how to infuse context into their subject areas (PE, business, math, social studies)
What was my contribution to engagement?
I allowed for time for everyone to make connections between the content and their subject areas. During the wordier parts of my facilitation material (such as the new vocabulary), we shared the role of reading out the new vocab and definitions.
Was the group engaged?
Yes, very. I was impressed with the depth of discussion and connection to our individual teaching philosophies and subject areas.
Did the facilitator use strategies to include group members?
Yes – as mentioned above, we all contributed suggestions related to our own experiences and teachable subjects. I knew certain group members had experience teaching ELL students, and asked for their input often. Our group is diverse with many different strengths, and I feel like many of them were highlighted throughout this discussion.
Is there more research to be done on topics of discussion? If so, specifically state.
In a word, yes. Much more research can be done related to specific best practices of implementing context based language learning and different types of bilingual instruction based on the student population.
Critical considerations of the reading analysis presentation:
Were all the objectives met with rigour?
Yes.
What suggestions do I have as self-evaluation for growth in presentation content or presentation organization and delivery?
In the future, I would like to rehearse my delivery of discussion questions and examples from personal experience, because I feel like I spoke very informally with my group and wished that I had been more thorough in planning what I wanted to say in order to convey ideas more clearly.