KQED News (July, 26, 2016)
http://ww2.kqed.org/mindshift/2016/07/26/language-unleashed-the-powerful-poetry-of-multilingual-students/
Updates related to my life in ESOL, language, education, and academia
"Language unleashed" The powerful poetry of multilingual students"
KQED News (July, 26, 2016) http://ww2.kqed.org/mindshift/2016/07/26/language-unleashed-the-powerful-poetry-of-multilingual-students/
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Reflecting on: Harper, C. & de Jong, E. (2004). Misconceptions about teaching English-language learners. International Reading Association. 48(2), 152-162.
Misconception 1. Exposure & interaction = L2 development It is easy to believe that plenty of exposure in English through interaction would allow ELLs to naturally pick up language. While a part this holds truth, ELLs need explicit instruction as well as assistance in order to develop academic language. ELLs are intelligent and are responsible learners. If their L1 is acknowledged as an asset to L2 develop and they are appropriately scaffolded in school to accomplish tasks, they will acquire English and also obtain content area knowledge they need. Misconception 2. ELLs learn English the same way in the same rate As every single student is different, ELLs will also display individual differences in terms of their second language development. Instead of considering ELLs as a homogeneous group of students, educators need to acknowledge and understand ELLs' different developmental trajectory both academically and linguistically. Moreover, ELLs will demonstrate distributed knowledge between their L1 and L2, meaning, it is pivotal for teachers to interact with students in order to assess their ability and modify instruction accordingly. Misconception 3. What is good for all students is good for ELLs A common misconception educators have about ELLs and ESOL instruction is that working with ELLs simply means good teaching with differentiations. This idea can lead to ignoring or not taking advantage of ELLs' linguistic and knowledge resources. ELLs are diverse learners with tremendous resources. When these resources are recognized and scaffolded, it will support ELLs' learning and English language development. As mentioned by Harper and de Jong, teaching ELLs means "good teaching plus." Misconception 4. Effective instruction = nonverbal instruction Teaching English language learners involve more than simply bridging communication and language gap. Instead of mirroring instruction for English monolingual students, educators need to conceptually and linguistically support ELLs' funds of knowledge. ELLs' linguistic and cultural background is a resource to further their learning, not a problem that needs to be eliminated. Moreover, ESOL is more than methods and series of strategies. Teaching and working with ELLs require a teacher's attitude, belief, and advocacy to truly embrace bilingualism. "Female professors get more grief from students, study finds"
Anna Dimoff, CBC News (Jan 4, 2018) http://www.cbc.ca/beta/news/canada/british-columbia/female-profs-more-work-1.4473910 |
Hyunjin Jinna KimPh.D., Curriculum & Instruction (ESOL & Bilingual Education Specialization) Archives
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