Fieldwork Entry #3

Action research is a great tool to use when you see a problem and want an extensive look at data before finding a solution. The data collected can be interviews with students and teachers, work samples, observation of classroom practices, and student grades. By collecting a large amount of data, the researcher will get a clear picture of what solutions will work best.

I researched the amount of training teachers have received in order to be prepared for ELL students. I also interviewed ELL students to get an understanding of how often they see their cultures represented in the regular classroom. I found many websites that offer professional development concerning ELL students. I also found out the my school system (annd probably many others) have professional development money that is not being used and could be put towards gaining knowledge about ELLs. By solving the 1st problem of teacher knowledge and preparedness, you would be helping to solve the 2nd issue, of ELL students not seeing their cultures represented in the curriculum material.

My advice to other teachers: ASK if you can have some money for professional development. SEARCH the Internet for professional development. Many sites offer free courses that can be completed in as little as 30 minutes.

Fieldwork: Blog #2

Teaching Issues: One of the greatest challenges facing teachers of ESL students is lack of training. I have found that teachers don't know that they should be making accomodations. Teachers also don't realize that just because students can communicate with their friends (BICS) doesn't mean that they understand what is being said in the classroom (CALP). Some teachers do not understand that when students come to American schools from a different country and already have some schooling, that they are educated, they just need to be taught how to transfer their learning into English. A few basic workshops could increase teacher knowledge and preparedness when working with ESL students.

Second Language Acquisition: During my observation, students were involved in Language Centers. Young students were involved in games that increased alphabet knowledge while older students worked on sight words. The teacher acted as one center, working with a small group and helping with a writing activity. The teacher also gave one-to-one instruction as needed on specific skills. I noticed that the listening center was the one most used by students. After listening to a story, students were to complete a writing activity in their journal. All the activities were developed so that students could work independently or with a partner and it was clear that classroom procedures were in place and understood by all students.

Ethnographic Perspectives: From my prospective, students' cultures was completely ignored. The classroom contained no pictures or posters of students of diverse races. Although there was one book in the Listening Center that featured a Hispanic child, no special attention was brought towards it. To better meet student needs, I need more education on the Hispanic culture and more resources focused on Hipanic students (children's literature, puppets, posters).