Wouldn’t it be exciting to grow up learning more than one language? Imagine being in Japan for a week on vacation with a group of friends, and one day decided to go to the oldest zoo in Japan, Ueno Zoo. To get to Ueno Zoo, riding the bullet train was a necessity, except knowing which line was the correct line, when to get off the bullet train, or even which ticket to buy was a daunting task. Nobody in your group has the confidence to ask the workers for help since they don’t have the knowledge of Japanese to help them. So everybody agrees to head back to the hotel to plan something else considering nobody knew how to speak a bit of Japanese, and that inability to communicate hurt your group’s confidence
The film “Speaking in Tongues” (2010) obtained the students, parents, and communities perspective towards bilingual education. The students interviewed were all mainly towards learning how to speak a second language. The students felt they could benefit in learning a second language or in expanding their home language. In the film, Kelly Wong stated she loved speaking Chinese to her grandmother. Kelly could practice, learn, and get corrected by her grandmother while speaking Chinese. The parent’s perspective towards bilingual education was like the student’s opinions because both individuals felt immersion classrooms benefit the students and the parents. The father of Jason was proud his son was the first in his family to read, write, and speak in English. Jason’s father knew his son would have many career opportunities by learning English at school. Learning the English academic language was not the only proud language Jason’s father encouraged for Jason to learn but also the Spanish language as well. Jason’s father only speaks Spanish so if his son was to lose his home language, a language barrier would form between father and son. To prevent the language barrier Jason’s father encouraged a bilingual immersion
thesis: 1) proper education can inspire a positive attitude to racism 2) education helps racial students to move from intolerance to acceptance and understanding of cultural difference 3) education provides cognitive skills, which increases people’s captivity people’s capacity to detect prejudice and to reject it.
Children who grow up in poverty are faced with a series of issues which impact their education and social atmosphere. In both the school and home setting these children lack the proper resources which they need to succeed academically. Across the country, people have begun creating programs which aim to help children in poverty succeed, despite their socioeconomic status. These programs range from after-school reading, tutoring services, charter schools, and free summer programs. All of these programs provide children with extra academic help which they may not be receiving in school or at home.
In this practicum I will narrate an interview that was done with a Hispanic parent. I will describe her and her family structure. I will also elaborate on her involvements in her children academics, and teacher parent relationship. Also better ways to encourage parents to get involved in their children education will be added, and how teachers can assist with making the parents feel welcomed inside of the classroom.
What do Mexicana Teachers that Suffer from Depression Believe They Need to be Effective Teachers?
This allows children to build on what they already know (p. 135).” This is the rational for choosing Wide Reading as a format for Mirabella. “Regular daily reading is necessary if students are to continue to mature as readers. But wide reading is particularly important in building the academic background knowledge that is a prerequisite for learning within the various content disciplines(WEAC,2014). The format for Wide Reading within this classroom structure would promote prior knowledge, autonomy, diversity, and routine. The routines are incorporated by the consistency of reading every morning. Mirabella and her classmates will be expected to enter the classroom and begin reading. Every Friday afternoon, each student will be provided with the opportunity to access a book of their choice. The books are based on multiple topics, which will allow for more diversity within the reading materials. Some week’s books will be chosen from the classroom library, brought from home, or from a visit to the school’s Media Center. By allowing students to identify their particular book, you are providing each student with autonomy, which leads to the ownership of their education. By including prior knowledge, autonomy, diversity and routine, I will be able to determine the needs of my students, “This awareness provides you with knowledge of each child’s zone of proximal
Tailor the school climate and atmosphere around multiculturalism based on the socio-economic environment of the school to help promote pride in the accomplishments of people from different cultures.
The model minority myth is as follows: many non-Asian Americans believe that Asian Americans are a homogenous group who face the same struggles and circumstances. The history of this idea starts after the American Civil War. Plantation owners imported large amounts of Chinese laborers to compete with the newly freed black slaves. Later, Chinese were brought in to work on the transcontinental railroad, and some worked in northeastern factories (Curry). The term “model minority” was first used by sociologist William Petersen in a 1966 The New York Times article titled “Success story: Japanese American style”. The article focused on how Japanese culture allowed the immigrants to overcome discrimination and succeed in American
Presently there are U.S. citizens living in Mexico that must cross the border every day to receive their formal education. Since, they are not Mexican citizens like their parents or other family members they don’t qualify for public education in Mexico. Therefore, Mexican-Americans must make the descent of crossing the border to receive an education. However, this legal migration for education has many problems. First off, different border regions have different rules and regulations when it comes to the migration of students Las Paloma’s-Columbus, Mexicali-Calexico, and El Paso- Juarez deal with the influx of their diverse student body in many different ways. When migration illustrates a positive influence; it revolves around the scope of
Gifted learners are a distinct group of students with special needs from the general population students. Gifted learners from migrant populations are no different. Migrant learners face continuous challenges that may interfere with academic success.
In today’s American school systems, Hispanics are among the most at-risk in the student population. They are less likely to finish high school and even fewer go on to enroll in college, let alone graduate from a higher education program. The number of Hispanic students is constantly growing, especially in urban schools, and most of those schools are desperately trying to create programs and systems to help accommodate the large number of English language learners. Those students’ scores are drastically lower than English speaking students. A study by the National Center for Education Statistics found that three out of four 8th graders are not able to pass a simple math test that includes
A classroom should be filled with a wide variety of languages, experiences, and cultural diversity. An effective teacher understands the importance of culturally responsive teaching, and recognizes the significance of including students ' cultural references in all aspects of learning. Having an enriching classroom that engages all students does not mean making judgments about a student’s culture based on their skin color, gender, or socioeconomic status, rather it means knowing each student in a way that is individualized. According to the authors of The First Day of School: How to be an Effective Teacher Harry Wong, race, gender, religion, financial statue, and skin color is the least important factor determining a student’s achievement. Moreover, demographics and culture are not an excuse for students’ lack of achievement. (pg.80) Acknowledging and embracing a student’s racial or ethnic background is important, but it is just a piece of the educational puzzle. Effective teachers must be culturally responsive, with fine-tuned classroom management skills, and high expectations for all their students.
Integration meaning, not excluding English learners from English speakers. Doing so can have detrimental effects on the English learners, because when they are excluded from the regular classroom, they more often than not fall behind the standard. Thomas and Collier state that their preferred method of language education is some sort of bilingual enrichment or immersion. Immersion is when children are taught in two languages, when they begin school, 90% of instruction is in the minority language. This method proved to make the students proficient in both languages. They also described the differences between one-way and two-way bilingual education; one-way education is when students who speak one language receive education in two different languages, and two-way education is when there are students who speak different languages, who learn the other language through their peers. The United States showed favorability towards two-way education. This was because they had such a diverse student population, and students showed better retention when taught this way. The piece also described the careful planning that teachers must go through in order to make sure that the students will understand concepts in both languages. In closing they describe that even the most gifted and talented native English students are challenged in immersion programs, this showing that immersion is the key to learning for all students, not just English learners (Collier & Thomas,
My two day observation took place at Summit Academy high school. It is a school of about 700 students located in the city of Romulus MI. The teacher, Mrs. Jill Carbone allowed me to observe the 6th hour class for two days for 60 minutes each day. This class is composed of 11 English language learners (ELL); ten of the students are Spanish speakers and one student is Urdu speaker. During the two day observations, I had the opportunity to experience how Mrs. Carbone teaches listening, speaking, & pronunciation by incorporating different approaches.