Literacy Autobiography

Haley Gibbons

Literacy Autobiography

Dr. Meesuk Ahn

EDLI 634

Reflecting on my time learning how to read and write, I immediately started to look back to kindergarten and first grade. These were the staple years that would set the tone not only for the rest of my academic life, but my life in general. These two skills are something that every person needs from the start in order to have an advantage at life.

It all started in kindergarten. I remember the day and exactly what the classroom looked like when I we first sang the ABC’s. I was already familiar with this song from pre-school, but It suddenly became more serious that we knew this song well and we were taking the sounds that correspond with the letters very seriously. I grew up in a very diverse school district and two of my friends went to ESL class. I remember them telling me they also practiced their ABC’s with their ESL teacher as well.

I don’t quite remember much from this age, but I was able to talk to my parents about it, and they told me my first ever book that I read cover to cover was a Dr. Seuss book, and I was always very drawn to those books because of the fun pictures and witty rhyming words. Reading generally came easy to me, but I did have friends that needed to be pulled out for reading, as it took them a bit longer to learn.

I can vaguely remember practicing tracing letters in a workbook in kindergarten. And now that I think of it, this is really where my writing started. I tended to enjoy writing a bit more than reading but found it difficult to get my ideas clearly out on the paper.

When I think back on my literacy development from elementary school, I remember loving going to the computer lab. This is where we would practice our literacy development through fun computer games. I was very engaged with using technology and caused me to focus more on my literacy development without even knowing it. I started elementary school in 2001, so technology was very bare and not nearly as advanced as it Is today. The access we had was very limited, however computer time was the best time for us! Furthermore, knowing how I excited and engaged I was back then with technology, I can only imagine the level of engagement we can get to by utilizing technology today for literacy development, especially in bilingual students.

The only language that I spoke at home was English. When it came to my literacy development outside of school, I was lucky enough to have a family that would encourage me to read every night. However, as stated earlier in the paper, I grew up in a very diverse district and had many friends who spoke two languages, usually Spanish. I would visit my friends’ houses and hear the different language spoken there all day. I did not think anything of it back then, but looking back and having the knowledge I do today, I can only imagine how hard it was for them to only hear Spanish and home and only hear English in their classroom, besides being pulled out for ESL.

When we think about literacy development, we often think about our younger, developmental years. The teaching we receive in these years is pivotal for the rest of our lives. However, I feel as if we never stop learning and growing when it comes to literacy. Over the years, I have learned how to challenge my reading levels with more complex books and novels. I have also gained a higher writing level, every academic year. Going from grade school, to middle school, to high school, college and now even my master’s program, I feel as if I am still learning and growing every day in both my writing and my reading. For example, I am now challenging myself to read masters level articles, as well as writing master’s level papers.

Overtime, I feel as if my attitude about literacy has evolved for the better. When I first started reading, it came generally easy to me however I did not enjoy it much. My parents would have to force me to read my books at night after school, because I definitely would not do it voluntarily. I did, however, enjoy writing because I felt as if it was a form of expression and enjoyed being creative with it. As time passed, it became quite the opposite, I slowly became to disfavor writing and like reading more so.

Furthermore, I continue to challenge myself with reading novels outside of my educational career. I have found it to be favorite hobby and am surprised at how far I have come with it. Reading and writing has also become the subject I enjoy teaching the most to both bilingual and monolingual students. I find great joy in watching bilingual students’ literacy in English develop over time. Teaching students how to be biliterate is something I have found extremely rewarding.

In closing, looking back at my time as a student, my literacy development has progressed tremendously over time, as it still is every day. What I would like to bring into my teaching career with me is the mindset that every student starts in a different place in their reading and writing, both in their skills and attitude. It’s important for me as a teacher to be able to work with every student in their own unique way.

References:

Babino, A. (2017). Same program, distinctive development: Exploring the biliteracy trajectories of two dual language schools. Bilingual Research Journal, 40(2). https://doi.org/10.1080/15235882.2017.1307290

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August, D., Snow, C., Carlo, M., Proctor, C. P., Francisco, A. R. de S., Duursma, E., & Szuber, A. (2006). Literacy Development in Elementary School Second-Language Learners. Topics in Language Disorders, 26(4). https://doi.org/10.1097/00011363-200610000-00007

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Week 13-14 Reading, Reflection, and Connection Paper

Bilingual Education System

Haley Gibbons

EDLI 634

Dr. Meesuk Ahn

Bilingual Education System

American is a multicultural community, it is composed of more than one race. According to statistics it is evident that the number of people from the minority group each day increases. As per the census bureaus of statistics record, the numbers of the minority people in the United Sates are significantly increasing. For the blacks and the Asians living in America their number are drastically increasing. However, when the increase in population is compared amongst the black, Asian and Hispanic, the Hispanic population is increasing at a higher rate. Due to the increases in the minority groups in America, there has also been an increase in a different language. The results of the presence of different languages are experienced in schools with most of the schools being characterized by being multicultural. According to Lynn as of 1980 there exited around 14 to 15 major languages group in a group containing 24 million people (Malarz, 1998). With the many languages emanating from increase in minority population, there is a need of introduction of a common language.

 As per the article's predictions, the demographic variables are illustrating the likelihood of expanding amongst the minority group. Due to this expected expansion, it is time for the adoption of bilingualism and bilingual education. For bilingual education it simply implies the education that offers different things according to the place of origin. The bilingual education entails a program of guidance, intended for offspring of constrained English capability in rudimentary or auxiliary schools, in which, as for the long periods of study to which the program is appropriate (Finders & Lewis, 1994). There is guidance yielded, and investigation of, English, and, to the degree important to permit a kid to accomplish skill in the English language, the local language of the offspring of constrained English capability, and such guidance is given with gratefulness for the social legacy of such youngsters, and other kids in American culture, and regarding rudimentary and optional school guidance, such guidance will, to the degree essential, be in all courses or subjects of study which will permit a kid to advance successfully through the instructive framework.

 In the quest to averting the many challenges that are being faced by the minority groups in terms of education concerned, the introduction of bilingual learning shall help in a great way. Through the introduction of the bilingual education curriculum, cultural practices are embraced among which include children learning their cultures using the different cultures props.  Additionally, through the introduction of bilingual education the minority community parents shall feel comfortable while attending the school meeting. According to statistics gathered many of minority group students' parents do not attend school meetings. This is however not due to carelessness or ignorance, but some fail to attend due to the language barrier that is created in many times (Barrera & Jiménez, 2000). Due to this challenge he only mode to get out of is through bilingual languages.

The benefits of the introduction of the bilingual programming amongst school are many. Through the learning of a second language an individual is offered the change to continue being involved in socializing, questioning and wondering. However, for one to be in a position to attain this level it normally takes a significant amount of time. Additionally, through the learning of English as a second language, parent participation is increased significantly. Through the introduction of this language the parents are often involved in a school activity. With English being the second language, they are in a position to socialize amongst themselves in the course of their participation in the school activity (Barrera & Jiménez, 2000). Togetherness is created by having the same mode of communication. With the parent, children and teachers being well conversant with the second language relying on information amongst the three pillars of education is made to be much easier. The learning of the second language in American schools is important, however in the implementation of the second language learning care should be taken not to negatively affect the recipient (Finders & Lewis, 1994).  

To give socially and linguistic proper guidance, teachers should initially detail an operational meaning of culture. Anthropologists and ethnographers characterize culture according to the withstanding examples of conduct, convictions, and estimations of an assigned gathering in the public arena (Malarz, 1998). Instructors perceive that youngsters in all societies get their first guidance inside the cozy connections of a family, be it atomic or expanded. Instructors sense that culture is practical, that it is shared by a gathering and transmitted to new individuals. Culture is dynamic. A youngster is naturally introduced to a culture, associates with its statutes, and, in light of his encounters throughout everyday life, helps shape that culture. With time, travel, and introduction, he likewise associates with different societies. This procedure of cooperation is called cultural assimilation. During the time of cultural assimilation an individual step by step adjusts to his new condition and gradually joins at least one attribute of the new environmental factors into his arrangement of practices. The outcome, from the start, might be a mix of a conventional example with the more up to date adjusted characteristics. All foreigners wherever culturally assimilate to a changing degree and at an alternate rate.

References

Barrera, R. B., & Jiménez, R. T. (2000). Literacy instruction for bilingual Latino students: Teachers’ experiences and knowledge. In Proceedings of a research symposium on high standards in reading for students from diverse language groups: Research, practice & policy (pp. 144-159). US Department of Education, Office of Bilingual Education and Minority Languages Affairs. Retrieved from www.ncela.ed.gov/files/rcd/BE024350/7barrera.pdf

Finders, M. & Lewis, C. (1994).Why Some Parents Don't Come to School. Educating for Diversity, 51(8), 50-54. Retrieved from http://www.ascd.org/publications/educational-leadership/may94/vol51/num08/Why-Some-Parents-Don%27t-Come-to-School.aspx

Malarz, L. (1998). Bilingual Education: Effective Programming for Language-Minority Students. Retrieved from http://www.ascd.org/publications/curriculum_handbook/413/chapters/Bilingual_Education@_Effective_Programming_for_Language-Minority_Students.aspx

Week 10 Paper

Study Reflection Report on Bilingualism and Literacy

Haley Gibbons

Dr. Ahn

EDLI 634

Study Reflection Report on Bilingualism and Literacy

Despite measures taken by both the federal and state governments to tailor the education programs to suit the needs of bilingual learners in the United States, the system is still far from perfect. This gap in the education system can be attributed to the diverse nature of minority languages. It is also important to note that teachers are singlehandedly responsible for most of the processes in a student’s language development. As we delve deeper into the situation of bilingual education in the United States, it is essential to analyze barriers in the process of learning. These barriers must be representative of the three main parties involved: the students, the teachers, and the curriculum, as discussed in the articles by Barrera & Jiménez (2000), Malarz (1998), and Ramírez (2000).

Schools in the United States have a diverse population of students who comprise various language minorities. According to Malarz (1998), when a child from a non-English speaking country first arrives in the United States, first of all, he or she has to learn English. The author argues that the student’s first contact with the language is vital in development. These children, however, arrive in the United States at different ages. Entering an older age means the child has already developed significantly in their primary language. Substantial development in mother tongue makes it even more difficult to study English as a second language. Therefore, the nature of the child’s primary language influences their learning rate in the second language.

Teachers have a role in ensuring active learning among bilingual students. Malarz (1998) believes that it is the responsibility of the teaching staff, upon admittance of a student to develop a sustainable intervention to help the child in learning English. In this regard, the teaching staff should develop a program to assist the student in the learning process. Looking generally at this role given to teachers, it is possible to conclude that student diversity plays a crucial role. Malarz’s (1998) view is backed by Barrera & Jiménez (2000), who posits that teachers experience substantial challenges in educating bilingual learners. An educator may receive five students from five distinct cultures and language backgrounds, while the teacher is of American descent (Barrera & Jiménez, 2000). It is also evident that majority of teachers in the United States are of American origin. The tutors are, therefore, unable to fully understand the culture and language of these students, and such a situation makes teacher’s work more challenging.

Language learning requires both phonological and syntactic awareness. Ramírez (2000) holds that learning occurs through interaction in various environments, such as home. The idea is supported by Malarz (1998) in his programming notes, where he states that parents are also expected to assist in the language development of the child. Learning from home has proven very useful not only in bilingual education but also in other aspects of learning. Consequently, teachers, when developing the learning programs, are expected to consider the part of parents as well. The role of parents is, however, shrouded by a lot of uncertainty and could be unreliable in the case of immigrants, as presented by Ramírez (2000). It is, therefore, essential to take into account home environment conditions of students when designing a learning plan.

Cultural elements may also impact language learning among bilingual students. Most parents are more conversant with their native cultures and languages. As a result, they may not be in any position to assist their children to enhance learning of other languages like English (Ramírez, 2000). From the parent’s perspective, it is challenging to impart knowledge that they cannot comprehend. Some of these parents are even unable to express themselves comfortably in English. This situation explains the disconnection between what the child studies at school and what they experience at home. In summary, the three articles provide critical information regarding the learning and teaching of language among bilingual students, encompassing the major aspects that hinder the effective learning of English.

References

Barrera, R., & Jiménez, R. (2000). Literacy instruction for bilingual Latino students: Teachers’ experiences and knowledge. A Research Symposium on High Standards in Reading for Students From Diverse Language Groups: Research, Practice & Policy . Washington DC: U.S. Department of Education - Office of Bilingual Education and Minority Languages Affairs (OBEMLA). Retrieved from https://ncela.ed.gov/files/rcd/BE024350/7barrera.pdf

Malarz, L. (1998). Bilingual education: Effective programming for language-minority students [Ebook]. Alexandria, VA: ASCD. Retrieved from http://www.ascd.org/publications/curriculum_handbook/413/chapters/Bilingual_Education@_Effective_Programming_for_Language-Minority_Students.aspx

Ramírez, J. (2000). Bilingualism and literacy: Problem or opportunity? A synthesis of reading research on bilingual students. A Research Symposium on High Standards in Reading for Students From Diverse Language Groups: Research, Practice & Policy . Washington DC: U.S. Department of Education - Office of Bilingual Education and Minority Languages Affairs (OBEMLA). Retrieved from https://il01804616.schoolwires.net/cms/lib/IL01804616/Centricity/Domain/5425/Bilingualism_and_Literacy_Problem_or_Opportunity_A_Synthesis_of_Reading_Research_on_B.pdf

Week 7 Article reflection

After reading this week’s articles I learned a lot about how important vocabulary is when learning a language. Which brings me to my first major point. In “The Importance of Vocabulary in Language Learning and How to be Taught” Alqahtani states “In order to understand the language, vocabulary is crucial to be mastered by the learner. Vocabulary mastery is needed to express our ideas and to be able to understand other people's sayings.” This article shows us many ways we can incorporate vocabulary into the classroom in a way our language learners will stay engaged and be educated. Alqahtani lists ways such as drawing, pictures, and contrast but one way that stuck out to me was objects. I learn best when I can see a physical thing in front of me and put a name to it. A physical object gives children more of an excitement than a word, thus leading to them having a better chance of remembering what that object is called.

In the article “Six Principles of Language Development: Implications for Second Language Learner” a few things jumped out at me as something I would like to use in my future classroom. Principal 2 states that children learn words for things and events that interest them. This stuck out to me because in general, when a child is familiar with something, they naturally are more engaged in learning. Learning a new language can be tedious and so I think its important to offer some familiarity to the child. In the classroom I work in, when we are teaching a subject of interest to the students, they generally perform better. Principal 3 talks about how interactive and responsive lessons as opposed to passive ones promote language learning. Group work is something I definitely want to include in my future classroom. Giving bilingual students the opportunity to converse with their peers and practice their language learning in a casual environment builds confidence and allows for self and peer feedback. The classroom that I observe in uses a lot of collaborative work, with teacher guidance. This seems to be a comfortable environment for the students and allows them to really work on their skills with someone there trying to do the same thing.

One key point that I pulled out of the article “Bilingual Language Learning in Children” is the statement: “Studies with bilingual infants show that their language growth is directly related to the quality and quantity of speech they hear in each language (Ramírez-Esparza et al., 2016).” Although we know this to be true in infants, I think as bilingual children get older, we often forget that what they hear is what they learn. We as teachers must provide the proper vocabulary and grammar for our students to flourish linguistically.

References:

ALQAHTANI, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, III(3), 21–34. https://doi.org/10.20472/te.2015.3.3.002

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Konishi, H., Kanero, J., Freeman, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2014). Six Principles of Language Development: Implications for Second Language Learners. Developmental Neuropsychology, 39(5), 404–420. https://doi.org/10.1080/87565641.2014.931961

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(2016). Bilingual Language Learning in Children [Review of Bilingual Language Learning in Children]. Institute For Learning and Brain Sciences.

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Week 5: Article reflection

Week 5: Discussion 2

COLLAPSE

All of these articles gave me a lot of insight on research shown for bilingual lesson plans. In article 2, I read about a strategy used for bilingual learners working on their fluency in reading. This strategy started with the teacher reading the text aloud to the students so they could hear the fluency the teacher uses while reading. This stuck out to me because I believe even though someone might know how to read another language, once its time to read out loud or speak, it becomes hard to be fluent. I experienced this while learning Spanish throughout my school career. According to the article, students are also encouraged to whisper read along with the teacher to get them ready for partner reading. Partner reading is when a pair sits side by side and alternates reading sentences to eachother, eventually paragraphs. They are there to help and support each other throughout the reading process and build their confidence for their independent reading.

Article 5 tells us about pre reading, during reading, and post reading strategies. Using this in a bilingual classroom can be very beneficial to reading comprehension. An example of a pre reading activity for bilingual learners is giving background information before beginning the text. This allows the reader to be comfortable with what they’re reading, and they don’t feel like they’re jumping into something foreign. A during reading exercise could be stopping and paraphrasing each paragraph before going ahead to the next one. This will help the reader get the main idea down and really prompt them to think about what they’re reading. A post-reading exercise could involve partner work and simply discussing what they read with them. This provides peer perspectives and helps the students understand what they just read.

Article 9 talks about a guided reading strategy that seems very efficient for bilingual learners. This strategy involves reading in small groups with a teacher guiding them through the story, stopping along the way to ask questions and comments. This teacher support aides the students in understanding the reading and gives the confidence to try it out independently. I actually observed this in a bilingual classroom, and it seemed to work very effectively. The teacher seemed very engaged in the story which prompted the students to do the same.

References:

Calderón, M., Hertz-Lazarowitz, R., & Slavin, R. (1998). Effects of Bilingual Cooperative Integrated Reading and Composition on Students Making the Transition from Spanish to English Reading. The Elementary School Journal, 99(2), 153–165. https://doi.org/10.1086/461920

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Fitzgerald, Ji., & Graves, M. (2005). Reading Supports For All. Education Ledership.

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Garcia, E. (1994). Profile of Effective Bilingual Teaching, First Grade. Video Facilitator’s Guide. Meeting the Challenge of Teaching Linguistically Diverse Students, Video Series. Bilingual Research Group.

Week 4: Discussion 2

Understanding how to conduct a lesson plan for a bilingual classroom is pivotal for a bilingual teacher. In The NY Times article, there was an example listed that teachers can provide for their bilingual students. The students would be asked to find a photo on the NY Times website (Or anywhere else the teacher wishes) and and using the "Telling a Times Story" function which allows the student to tell a creative writing story about the photograph. This connection between writing and the student's personal life is an important aspect to learning. Students are proven to perform better when they can relate to the task on a personal level. In the article " Key Principals for ELL Instruction" we learn about instead of taking the student's home language away, using that to bridge prior knowledge to new knowledge. It seems like throughout my studies of bilingual learning, this concept has come up a lot and is extremely important. Concepts such as prewriting, and drawing can be ways to help students in the learning process. One other thing that seems to help is peer or teacher conferencing. This is something that we do a lot of in the classroom that I work in. Teacher conferencing becomes important to ensure each student is on a proficient level or on their way. Each child learns at a different pace, especially bilingual students and it's important to keep each student individually on track.

‌ Ojalvo, H. E. (2010, June 7). 10 Ways to Support English Language Learning With The New York Times. Retrieved February 16, 2020, from The Learning Network website: https://learning.blogs.nytimes.com/2010/06/07/10-ways-to-support-english-language-learning-with-the-new-york-times/?_php=true&

Seven Step Vocabulary. (2018, February 14). Retrieved February 16, 2020, from Teaching Channel website: https://learn.teachingchannel.com/video/vocabulary-for-ells

‌ Key Principals for ELL Instruction. (2013). Stanford.Edu.

‌ Using Shared Structures to Build Literacy. (2017, May 11). Retrieved February 16, 2020, from Teaching Channel website: https://learn.teachingchannel.com/blog/2017/05/11/shared-structures-build-literacy

Montague, N. (2009, June 4). The Process Oriented Approach to Teaching Writing to Second Language Learners. Retrieved from https://ncela.ed.gov/files/rcd/BE020613/The_Process_Oriented_Approach.pdf

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Araujo, L. (2002). The Literacy Development of Kindergarten English Language- Learners.