Blog #4: SNAP!

SNAP, or Summers Newcomers Academy Pilot Program, at Gullien Middle School is a three-week program designed to promote English Language Learning, according to the El-Paso Herald Post. This week’s article walks us through Gullien's middle school summer programed geared for incoming sixth graders to promote the fundamental math and science terms that they will encounter the next school year. During the first two weeks of the program, students are collaborating together and learning through graphic novels to learn new vocabulary. The visuals provided in graphic novels allows students to feel less pressure when learning new vocabulary by using context clues to help with the vocabulary.

Students are actively engaged in completing many different activities designed by teachers at Gullien Middle School. During Week 1, students focused on the testing buoyancy of a cardboard canoe and week 2 students performed an experiment to determine the trajectory of a plastic water bottle (Columnist). Students were responsible to use math skills to graph the trajectory of the water bottle.

Summer programs, such as those described in this article show the significance of using after-school resources to help maintain and reinforce language learning. This program allows ESL students to collaborate and perform practical experiments of content that they are learning. This process makes language learning interesting and fun, especially for middle school students. I think experiences like this need to happen more. 

Resources: 

Columnist, G. (2018, June 26). Via EPISD's 'SNAP' Program, English Language Learners Sharpen Their Skills. Retrieved June 27, 2018, from https://elpasoheraldpost.com/via-episds-snap-program-english-language-learners/

Blog #3: Networking..not always so Digital

In MacIntyre's article, Languages Joining Forces For Language Instructors Retreat, we follow the first retreat at Dalhousie University connecting approximately 30 language instructors.  Magali Dam-Mazzi, a fellow Spanish instructor at the college, was encouraged to facilitate the professional development retreat when, even after several years, she did not know every language instructor at the college. 

The retreat’s goals were to “collaborate and forge connections across the university” (MacIntyre). This skill is essential when working in any learning environment…networking and collaboration allows educators to bounce ideas around with one another and develop stronger curriculum for all students. The professional development, which was conducted by Scott Douglas, went over his discoveries in principles and strategies of vocabulary teaching and learning. Thoughts on the retreat were well liked. Talk has been discussed to make this conference an annual retreat to foster continued networking and collaboration.

I’m very impressed that Magali took the initiative to establish this conference. Often times many people won’t take the next step in fixing an issue. However, she took it and ran with it and as a result, many language educators were able to meet and learn from one another.  

Resources:

MacIntyre, G. (2018, June 18). Languages joining forces for Language Instructors Retreat. Retrieved June 19, 2018, from https://www.dal.ca/news/2018/06/18/languages-joining-forces-for-language-instructors-retreat.html

Blog #2: Data Driven?! Data Lacking...

The article English-Learners Aren’t ‘Perpetually Struggling,’ We Just Aren’t Gauging Their Progress, StudyFinds by Sparks ignites the questioning in the concept that “English-learners are perpetually really struggling and schools are perpetually failing to serve their needs”. According to a study recently performed by Michael Kieffer and Karen Thompson, we need to really start looking at the data from language-learners who have already shown proficiency in the English language (Sparks).  The gap isn’t as severe as once believed. This study founded that “student who have attained English proficiency normally are not counted in studies of the ELL achievement gap” (Sparks).

This article stresses the importance of proper classification of ELLs and doesn’t know the reasoning for the student improvement, but it’s probably from many things. For example, teachers are now better trained to support these types of learners in their classrooms. When I was completing my undergraduate degree, I had to study in several courses of English-Language Learning and Special Education, and this was for a degree in Secondary Education: Mathematics. At the time, I felt frustrated at all of these extra mandated courses for my degree because I was teaching math, why did language matter? Being in my early twenties, I was very naïve to how students actually learned. I will admit how wrong I was… The importance of communication and expression in my tone would make such a difference to learners, especially struggling students.

Another thing that has changed how successful students can be in the classroom today is the ability to use technology in and outside of the classroom. Students have the ability to use digital resources such as YouTube, translators for content, and programs to help remediate mathematics and language building skills. These skills could be what’s helping to improve language proficiency, but more research will be necessary to prove it.

Resources:

Sparks, S. D. (2018, June 12). English-Learners Aren't 'Perpetually Struggling,' We Just Aren't Gauging Their Progress, Study Finds. Retrieved June 13, 2018, from http://blogs.edweek.org/edweek/inside-school-research/2018/06/English_language_learners_multilingual_national_tests.html

Blog #1: Student success begins at home..

This week's blog entry will focus on an article written to show the importance of English language acquisition at home, Learning the language to help their children learn in school. Albanese focuses on the students at East Kentwood High School and how the district is preparing student success by educating parents and family members on the basics of the English language.

Based on the community interest and most dire needs, the district discovered that many families did not have the basic language understanding to help their children with homework. The district received a grant for two years to help develop an after-school program to bring families in and help learn the basics of the English language. Even oral communication will help students and families navigate more smoothly in the U.S (Albanese).

In short, this article brings up an excellent point... Students tend to be more successful in their academic journey, with positive parent support at home. This support is often difficult if there is a language barrier. This makes asking for help in math or reading extremely difficult, or impossible. I applaud this community and district for recognizing the need of its students and families. This is something that will bring many people together; together with one main goal: student success.

References:

Albanese, E. (2018, May 15). Learning the language to help their children learn in school. Retrieved June 7, 2018, from https://www.schoolnewsnetwork.org/2018/05/15/learning-the-language-to-help-their-children-learn-in-school/