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VBLOG #2
After my interview with Lizbeth Garcia, I now have a deeper understanding on how second language strategies are applied in the classroom. Liz mentioned to me prior to the interview that she was in a transitional bilingual program. This is where instruction is taught in both Spanish and English, with Spanish as their primary language, while they integrate English. During my personal reflection on her experience I recognized a couple strategies I learned in this course such as: scaffolding, interaction, and structured language support. Liz mentioned the use of Spanish-English dictionaries, sentence stems, and visual supports hung around the classroom. These strategies connect to the idea that students need support to unlock a new language rather than immersion alone. According to our textbooks language learners benefit from guided instruction and structured input (Brown and Larson-Hall,2012). From our talk I could tell how her teachers intentionally provided tools to make English more un...
Hello Nadia!
ReplyDeleteI think that your Vlog truly connects your personal experience with what we are learning in class. Your discussion of motivation and willingness to take risks is something that I definitely agree on. I think that if I had not taken the risk of going back to school and challenging myself, I would not be here almost graduating in May. Furthermore, your reflection on identity and language emphasizes the importance of confidence and how students will often thrive on it and continue their learning process of a new language. I really appreciate how you mention the importance of teacher support especially since empathetic teaching significantly impacts second language learners' academic success. I think that is very important and something that I make sure I follow while helping students.
Hi Rafael!
DeleteThank you for taking the time to watch my video and read my reflection! I appreciate you sharing your own experience in regards to taking risks, it takes a lot of courage and its inspiring to hear you graduate this May congratulations. I do truly think that motivation, confidence and that willingness to take a risk plays a huge role in learning and us as teachers need to provide that environment for our students to feel safe, and build that confidence and encourage them to take those risks!
Hi Nadia, I totally feel you when it comes to your background and feeling conflicted at school and at home. I had a similar experience when I was in high school where I wasn't "allowed" to speak on anything with my cultural background because I didn't know Spanish. There was also pushback for me not learning Spanish in high school from my family; there was a lot of conflicting and confusing aspects of language and culture when I started to learn my second language. Identity tied to language is so important, I cannot emphasize that enough; the language and culture, and what that all means, is a way we view and label ourselves. It's how we want people to view us, and that is a great example of factors that hinder/fuel language acquisition. Wanting to learn Vietnamese to include your student is a wonderful way to connect with them. Including translanguaging, if possible, could help with confidence and shared understanding in the classroom. It can also bring students to learn more about each other in a safer environment. Having these personal experiences will help you to continue working with ESL students in the future, and I know with the way you view teacher support and growth; this can make you a talented teacher!
ReplyDeleteHey Maria!
DeleteThank you for taking the time to watch my video and reading my reflection! The conflict you described is something I deeply relate to. Especially the pushback from family, but I'm sorry to hear that you too experienced that it's never a great feeling. I agree that language is tied to how we see ourselves and how others see us, that connection can either fuel or hinder language acquisition.