It is indeed essential to learn grammar rules and develop basic writing skills, but not at the expense of integrating students’ cultural identity in the learning process and in-class discussions. The classroom is where the 2nd phase of early socialization begins. As early as kindergarten, diversity in the classroom is created by children and teachers sometimes fail to understand that no two children are the same. Cultural identity is barely promoted, as the mainstream English encompasses most aspects of education. In the article, “Preserving the Cultural Identity of English Language Learner”, Sumaryono and Ortiz argued that in the classroom, students can become disconnected and feel abandoned if the teacher doesn’t express any sort of sensitivity towards their cultural identities (16).
Minorities face difficult stressors and barriers in America. I encountered many issues at home because my parents expected me to know both English and Hmong fluently. While at school, my teachers expected my English to be as proficient as my Native English speaking classmates. During my high school years, I sensed that my teachers didn’t understand to the fact that bilingual students have a harder time with their English language and no matter how much we learn the English language we will never speak or write it entirely without grammars like the Native English. In the article called, Minority students, White teachers: does it matter?
She thinks if you are in America you should be speaking English and if students are learning another language in school it takes time away from other curriculum. During the San Francisco School Board meeting, many people shared their thoughts having all San Francisco public schools students become bilingual. Dr. Ling-chi Wang, a scholar and activist, shared that knowing a second language stimulates and enhances learning in other subjects. Another man mentioned how only knowing English places limits on his job (ie. business). The business industry can be worldwide and not knowing a second language can create obstacles for people to do
It is very difficult because the accent is difficult to understand when you are communicating with some local person. Secondly, when you are in class, it is very difficult to understand the lecture because teacher speaks very fast and you cannot follow the class notes. In that case, one should adapt a habit of reading books and newspaper (Wendroff, 2013). I also kept an English dictionary in my earlier days in US so that I can understand and learn English without getting into any trouble someday. Learning English is important because it makes a person understand about the new culture in a better ways.
As a country with no official language and the “melting pot” of the world, how is it that bilingual students and ELL’s are not getting the education they deserve. In addition, education is not even mentioned in the Constitution. A system that holds so much importance in the eyes of the country had an individual responsibility in each country. One interesting assessment used for ELL’s is the WIDA, this develops “common English language proficiency standards and assessments to comply with Title III of NCLB” (Wright, 2015).
Another quoted line from the teacher, “Tayo pa ng tayo, salita ng salita, naiistorbo mga kaklase. Hindi pa siya pwede sa regular class”. These are just some of the comments from the regular teachers which implied that they expected children with disabilities to be as normal as the other regular students. There were even times when teachers would find faults on the child just to pull him/her from the regular class and bring it back to the SPED resource classroom. I for myself had experienced during the second year of the SPED program, that no matter
Hughes teach a variety of literature. The students covered To Kill a Mockingbird, “Sinners in the Hands of an Angry God”, and “An Author to Her Book.” Most the class was spent analyzing literature, I wondered when the students received grammar instruction. I am currently enrolled in Pedagogical Grammar and the one concept that the class focuses on is teaching grammar in the context of literature. I asked Mrs. Hughes when she taught her grammar instruction and she replied that the standards no longer allowed time for it, unless it was during the paper writing process.
I don’t want to teach grade school or Junior High because I can’t deal with the immaturity and the drama. The position that I would want to teach, is high school English. Ever since I was little I have been good at English, so I have never really learned much in Junior High. The reason that I want to teach high school is simple, I want to teach the students something more than just grammar. In high school, we do poetry, short stories, argumentative essays, and articles of the week.
When I heard that I needed to take Pedagogical Grammar I just knew that I was probably going to have to do a lot of writing. When I got into the class I realized that this class was going to teach me how to teach my students grammar. I was very excited and interested to get started. For our first paper we had to write about how literacy played a role in our lives. I had never thought about what grammar meant to me until this class.
For many teachers, teaching speaking is so important. Burns and Goh (2012, p. 1-2) claim that teachers do much efforts to help their students develop their speaking abilities. For them speaking skill is important because of three main reasons. First, all language learners should be able to communicate well with the foreign language speakers. Second, many students are good in reading and writing, but they have poor speaking and listening abilities.
Some of my strengths I improved upon were hooking my reader into my paper, having enough information, and grammar. In high school teachers didn’t pay much attention to the grammar mistakes that I was making, during the English 101 class I noticed that grammar was being emphasized more, if I didn’t fix my grammar mistakes I would do poorly on all of my papers. In the diagnostic essay my paragraphs didn’t have a good structure. The introduction of my diagnostic essay was lacking because I didn’t mention everything I was going to talk about. At the end of my conclusion I wrote, “All of the weaknesses can be toned down if I just proofread my essays and think to myself if the paper met all the goals I was aiming for”, instead of putting this at the end of my sentence I would have put a solid thesis statement instead.
Translanguaging pedagogies incorporate every practice that is opposed to the classification of English, alternatively establishing English proficiency using the home language as a scaffold. I see my cooperating teacher doing this with the students in her classroom when explaining certain words or concepts in English. For example, one of the students could not comprehend the word “Saint”, so my cooperating teacher told them the word in Spanish, which is “Santo”, and they were better able to understand the conversation we were having in the classroom. Analytical multilingual consciousness establishes students ' knowledge of the community, legislative, and fiscal conflicts encompassing the use of numerous languages. English educational literacy should be established through a demanding course of study integrated with clear, obvious language education.
That is also one thing I am still going through, because there are still some words which I say and pronounce in British English instead of American English. I can not help it. My first year in school was tough, I kind of have no idea what I am doing. But, I never show or tell any of any teachers or parents, because I have faith in myself that one day I will get over this. For me to sit in one class for 85 minutes is not a big deal, because I used to sit in one class all day when I was in Pakistani school, but I can not listen to one lecture for 80 minutes, compare to 40 minutes.
This shows how all these students are receiving nearly the same type of teaching and information from their English teachers. These teachers are limited to what they have to teach and are forced to focus their lesson plan around required material. High school students are being given the same lesson as every other English class. No student nor teacher has the chance to go beyond the curriculum and learn something new and different. Teachers should be allowed to pick the texts they want to teach their students.