While reading "The Campfire Effect" and chapter one of "Making Science Accessible to English Learners" I had many thoughts about what sound teaching is all about. The article made me realize that the first step to teaching ELL students, and in fact ALL students, is to reflect on one's preconceived notions about those students and their cultural backgrounds as well as our preconceived notions about their ability to succeed. As the "Campfire Effect" suggests there is a need for quality pre-service teacher programs that address the needs of ELL students. One issue I had with the article was the lack of follow up of those students who participated in the study as pre-service teachers. The study found that teachers' perceptions were changed and the students felt more comfortable about teaching EL students. I am very interested to see some data about student performance in those teachers' classes their first year teaching as well as five and ten years down the line. A pre-service teacher, as well as any teacher taking new classes, can respond that they feel more comfortable with a topic after having just taken a course, but can they apply it effectively in a classroom? Did the test scores of those students' students out perform others who have not had the training?
I enjoyed reading chapter one in the textbook. I kept thinking to myself that many, if not all, of the strategies mentioned to enhance ELL science learning could be helpful to all students. Grouping students according to a variety of criteria, modeling the project and expected interactions, and speaking slowly seem like strategies that would be helpful to everyone. I was particularly interested in the concept of speaking slowly in class. I think that many teachers including myself don't realize that we might be speaking too fast for some students to comprehend instructions and lectures. I also reflected on my attempts at understanding Spanish. I can understand conversations if the speaker speaks slowly and deliberately; however, when they start speaking fast I have NO IDEA what is being said. Language seems to be something that we take for granted in many instances. When I am in that classroom again, I will try to be more cognisant of my speaking speed.
Overall I found both reading to be informative and useful for future teaching.
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2 comments:
Andrea-
The other point that I found helpful from Ch 1, Making Science Accessible, was that we should try avoid using idioms. I forget sometimes that we may have certain phrases or sayings that may not make sense if literally translated into another language. So we must speak slowly but also make sure what we say can be understood. It's another to thing watch out for as we teach.
Hi Andrea,
Interesting point about remembering to speak slowly. I read that in the chapter, but I didn't pause much to think about it. Now I'm wondering if I talk fast or not. I'll have to pay attention to that these next few days--and of course throughout my teaching career.
Nicole
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