Reflection #2: ELL Structures for the Classroom

I found this article interesting and a bit heart-breaking, but did not gain much new information.  Many of the structural assets and roadblocks embedded in a school system were predictable. 

I do, however like the idea of interviewing students and putting ELLs in the position of the “expert.” I would like to incorporate this into my study design by putting student opinion and sense of value at the forefront of the design. 

Also, I feel like passing on these “predictable” bits of information and advice for classroom teachers would be repetitive, if not even insulting to teachers.  I definitely struggle with providing professional advice for my colleagues, whom I deeply respect, but at times fall short when instructing our ELLs.  We are a very small staff, and my “Minnesota Nice” demeanor makes it difficult for me to deliver ideas/suggestions without feeling that I am insulting a person.  For example, when I read about the student who felt completely isolated when asked to choose a partner, I wanted to email all staff with a  reminder on this topic.  These are touchy issues, but my staff does need these reminders.  Striking the balance in delivering the information is essential.

Examining the Structures That Impact English Language Learners' Agency in Urban High Schools: Resources and Roadblocks in the Classroom

Wassell, B., Hawrylak, M., & Lavan, S. (2010). Examining the Structures That Impact English       Language Learners' Agency in Urban High Schools: Resources and Roadblocks in the Classroom. Education and Urban Society, 42(5), 599-619.

This study interviewed and examined the experience of 14 former ELLs that had been accepted into an ESL bridge program at the state university in the Northeast.  It describes what structures work for ELLs in the general education high school setting, as well as what is prohibitive.  The study focuses on agency, described as “an actor’s power that originates from awareness of schema or control of resources” (Wassell, Hawrylak,  & Lavan,  2010, p. 603).

According to this qualitative study, the first “problem” with ELLs is exactly that - a perceived problem of deficiency; whether it is linguistic, educational, or cultural, students are frequently viewed as their deficiency, rather than what the student is capable of.  Also, students are all too often stereotyped as having similar backgrounds, when in all actuality every student’s story is extremely different. 

Some of the structures the article discusses that can empower students to act for themselves include space, time, and caring.  First, space represents spaces in which teachers can have one-on-one contact with students to practice English, receive encouragement, and receive alternative resources; it may also represent space for students to build relationships with their peers.  The structure of time implies that students need more time to acquire the language.  Effective teachers provided extra time to meet with students before school, after school, or during lunch or breaks.  Lastly, caring was found to have a profound effect on students’ education.  Many students interviewed reported a crippling fear about their new environments and academic pressures, as well as fear of speaking English.  The teachers who really reached the students provided structures to show that they cared about the student.  For example, some teachers spent 10 minutes a day with the student, inquired about their home country, and worked with the student on their academics.  The most effective teachers formed bonds and trust with the students.

This article also discussed roadblocks to student success.  Students in this study reported receiving little instruction that was challenging enough.  Another barrier reported was students’ encountering teachers who did not allow them to speak their native language in class.  Students need to be able to communicate in a familiar way to reinforce ideas and clarify ideas.  Similarly, it can be very damaging when teachers say, “choose a partner,” though it is something educators do regularly.  Students interviewed all seemed to have the same view on this situation.  Not only does the situation isolate the student, at times leaving him or her alone, but it takes away a great peer-communication opportunity.  This scenario leaves the student less confident, and without the intended content.  Another hindrance for ELLs is that many teachers do not feel empathy for newly arrived students, and have little understanding of the hardships and home situations students live with.  For example, Eduardo, one of the study participants said:

“scared of being the person that everyone would like laugh at me because everybody in the room that speak English…..My parent was working like twelve hours a day…. So I was alone. And I wanted to go back to my country.  I think that I was discouraged that everybody was going to laugh when I talk.” (Wassell, Hawrylak,  & Lavan,  2010, p. 611).

In addition, teachers’ lack of intervention when students ridicule another student’s English ability may multiply this feeling of embarrassment.  Though educators cannot control behavior and ridicule outside of the classroom, it is extremely important for the teachers to create an environment that is inclusive and safe.  By not speaking in class due to fear, students had a diminished opportunity to participate in cooperative learning activities, ask questions, or discuss content with teachers and classmates, which ultimately stunts learning and English acquisition.

The article suggests a brining in a panel of former ELL high school students to serve as experts during a school’s in-service week.  The former students have been shown to provide much useful information for teachers; they are able to share their high school experience in detail and answer any questions teachers may have.  I hope to use current and former ELL students to inform my research and act as the “experts” I look to for guidance as to structure and strategy that works for them. 

Reflection #1

As I read "A Longitudinal Analysis of Academic English Proficiency Outcomes for Adolescent English Language Learners in the United States," I could see many patterns I have observed here in Telluride High School.  The article spoke to generational differences between ELLs and achievement.  In the end, it seemed that foreign-born and U.S.-born students achieved a similar proficiency in academic English (reading, writing, speaking, and listening), but the way that they arrived at proficiency was very different.

Many students who have been in the U.S. for years (more than six) appear to reach this ceiling that is not yet a proficient level of English, but "good enough" for their daily activities and conversational English.  Students' acheiving conversational English is great, and is a large improvement in quality of life, but this new found confidence may stunt academic growth.  

I have witnessed students learning conversational English so quickly that they become over-confident with their language abilities, and stop striving to learn more.  When a student thinks that there is no more to learn, that they can get by with what they need, we have a real problem in terms of preparing students for higher education and ensuring a quality high school experience.  A lack of academic English questions how much a high school student actually learned in high school and how meaningful his/her high school diploma actually is.  It will prove troublesome when students want to get into college or higer learning.  Students will have difficulties with entrance testing, and then most likely continue to have trouble in the higher learning environment.

The most troubling part of this article, though, is that the lack of academic English proficiency will affect the rest of a young person's life.  If students don't learn necessary grade level vocabulary, they may become overwhelmed and never keep up, or even worse - drop out.  One explanation for a lack of effort put forth was simply that the task was hard, and it was easier for students to "fit in" with other low-achieving students of a similar socio-economic situation.  

I really hope that I empower students with the ability to take on difficult high school classes, and let them know how important it is to keep achieving higher. I want my students to know that nothing is impossible when a person really, truly wants it.

A Longitudinal Analysis of Academic English Proficiency Outcomes for Adolescent English Language Learners in the United States

Slama, R. (2012). A Longitudinal Analysis of Academic English Proficiency Outcomes for Adolescent English Language Learners in the United States. Journal of Educational Psychology, 104(2), 265-285.

This study focuses on ELL’s ability to acquire academic English in the adolescent ages.  The study looks closer at generational status of ELL’s, determining if the student in question is a first, second, or third generation immigrant.  Students’ generational status has an effect on language learning, as it shapes the students’ linguistic and school experiences (Goldenberg, Rueda, & August, 2006).  It is estimated that students should be able to acquire conversational English iwthin 3-5 years of arrival, while academic English will take 4-7 years to develop proficiency.  Many students never achieve proficiency in this area, and this is one of the most disturbing facts of this study.  Sadly, U.S. born ELLs will likely have spent 9 years in our school systems without having developed enough academic English to keep up with their grade-level peers. 

An interesting finding was that U.S. born students’ academic English levels started out higher at the beginning of ninth grade, grew, and either plateaued by twelfth grade, or curved back downward.  Foreign-born ELLs’ progress started lower, but grew faster, and didn’t have such a downward spiral toward students’ senior year of high school.  Explanations for foreign-born ELLs perceived faster growth in academic language could include higher motivation, more developed first language skills, or higher educational priority in the family.  This finding supported earlier evidence that at times, U.S. born ELLs may arrive at a feeling of helplessness and inability to achieve, while newer immigrant students may maintain a sense of upward mobility through education in the United States.  Although we have seen faster growth with foreign-born students, their end-of-high school academic English is about even with students born in the U.S.

The overall picture is that the outlook for ELLs, both foreign-born and U.S. born, is bleak.  Students’ inability to acquire academic English can lead to a whole host of problems that lead the student’s life in a downward spiral.  First of all, low levels of academic English is learning prohibitive in the mainstream classroom, and puts much more work on the students’ shoulder.  This can result in students zoning out in class when they are not understanding, giving up on the class, or even dropping out.  Next, continued enrollment in specialized language classes throughout secondary school may eliminate time for post-secondary readiness, or higher level courses necessary to further education after high school. Students participating in mainstream classes, but not understanding the content, receive less meaningful diplomas, as we can’t be sure the content was actually comprehensible.  Lastly, students may not be able to pass exit exams, or perform well on an ACT tests.

Large percentages of U.S. born ELLs enter middle and high school with inadequate levels of academic English skills, and the article suggests that these students could have spent anywhere from 6-12 years in specialized language programs and still haven’t achieved proficiency in the area of academic English.  These are the students who cause the most concern because they are receiving targeted language instruction, but aren’t progressing into the mainstream setting and out of the ELL designation. 

A Year of Exploration!

I have used blogs for many purposes: as a reflection tool, a teaching tool, and as a way to cope with everyday life.  Now this blog will become my tool for staying focused, researching, and sharing information with my classmates and instructors at Western State University.

I returned to school 4 years ago to pursue a life of teaching after teaching English in South America.  I am back again to finish up my Master's Degree in Reading Leadership, and can't wait to publish all I learn and successfully finish my capstone project.  Here I will share my thoughts and new discoveries related to reading and ELL sciences.  These are not easy things to teach at the high school level, but I hope to increase my knowledge and skill set this semester here in Telluride, CO.