WIDA (2020)
https://grow.wida.us/courses/270?fbclid=IwAR0L7ChhDSNeN9lSFvuNNfkaKG4z_vzEv3Fxb4UiCG1SNHOivag8qZBr49U
Updates related to my life in ESOL, language, education, and academia
Supporting Multilingual Learners During COVID-19
WIDA (2020) https://grow.wida.us/courses/270?fbclid=IwAR0L7ChhDSNeN9lSFvuNNfkaKG4z_vzEv3Fxb4UiCG1SNHOivag8qZBr49U
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Video snapshot: Why are these children switching languages? Dual language learners in action! Teaching at the beginning (2017) https://teachatb.org/__trashed/?fbclid=IwAR07MOeTbi4RwcGPm7E2yyZesHm5VxpmyJT-1-YH5KieBwYnYIzjsTulwtU Study: At least 1 in 10 immigrant children has 'interrupted schooling'
Education Dive (Aug 6, 2018) https://www.educationdive.com/news/study-at-least-1-in-10-immigrant-children-has-interrupted-schooling/529338/?fbclid=IwAR0Irt9aZ_rng5GqRypJWOQpYaSocWdMHFii-Rmofyc1pbrIvo-ucWDzv7w Myths vs. Facts: Bilingual language development
Bilingual language development and resources from a bilingual speech language pathologist (July 25, 2016) www.theholablog.com/myth-vs-fact-bilingual-language-development/ Avista language school commercial: Fish & cat (Sep 5, 2010) "Learn another language" "Being an English-Language Learner Is Hard. Here Are 5 Ways Teachers Can Make It Easier"
(Education Week, Feb 7, 2018) https://mobile.edweek.org/c.jsp?cid=25919971&bcid=25919971&rssid=25919961&item=http%3A%2F%2Fapi.edweek.org%2Fv1%2Ftm%2Findex.html%3Fuuid%3D498201DE-0786-11E8-A06A-9D98B3743667&cmp=eml-enl-tu-news1-rm&M=58372933&U=1063933 "Learning a second language may benefit children with autism"
The McGill Tribune (Jan 30, 2018) http://www.mcgilltribune.com/sci-tech/learning-second-language-may-benefit-children-autism300118/?platform=hootsuite "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/ 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. In recent decades, there have been a recognizably increasing number of heritage language learners. This has led to various research studies related to heritage language learning processes as well as its influences on learners. According to the US Census Bureau survey (2000), the number of students aged five or older increased up to 47% since the 1990s with estimated number of Asian/Pacific Islander to be 1.3 million (Lee, 2002; Peyton, Ranard, & McGinnis, 2001). It is undeniably true that heritage language education is a matter of interest and that there are increasing interests regarding the matter as well. In order to empower heritage language speakers’ identity, we need to focus on the dynamics of teacher identity as well.
Contrary to the increasing number of heritage language speakers, inconsiderable amount of attention has been paid to learners’ language development as well as the teachers who teach in heritage language schools. Although heritage language learning has grown as an area of interest for research in recent years, this interest is fairly limited to heritage language education in mainstream school system. Heritage language education is often practiced outside of public school systems or as part of an extra after-school learning activity. Sociopolitical and sociocultural structure encourage heritage language learners to speak the main stream language, English, in school systems. This has been adding to the difficulties community language schools have, especially when the classes are often held once a week during the weekend. There have been approaches to investigate heritage language learning processes and its impact to learners’ general development in community-based settings. Those insights exhibit how heritage language education influences learner identity, socialization, cultural competence, intercultural construct, and active learning (Blackledge et al., 2008; Byon, 2003; Lo, 2009; Maloof, Rubin, & Miller, 2006; Needham, 2003). Despite the efforts to further explore heritage language education and its impact to learners’ lives, heritage language education remains as a marginalized area that is practiced behind the mainstream classroom scenes. Heritage language education is referred to as a “cultural crossroad” where a plethora of emotion intersects with cultural and national identities (Feuerverger, 1997). Multiculturalism in heritage language education leads to learners’ struggles among multiple issues such as “national identity, the construction of historical memory, the purpose of schooling, and the meaning of democracy (Giroux, 1994).” Teachers who are confronting and interacting with such issues in classrooms find multiple layers of difficulties. Heritage language teachers struggle with shortages of teaching materials and resources, different levels of student proficiency, gap among parental expectations, and lack of teacher training or support (Baker & Jones, 1998; Chevalier, 2004; Finch, 2009; Liu, 2006). Moreover, heritage language teachers in a minority group experience “double marginality” and often feel that they are treated as “second class” status teachers (Feuerverger, 1997). Considering the crucial role that heritage language plays in learners’ identity construction and their empowerment, heritage language education requires extensive research and attention. Furthermore, in order to view education in the perspective of heritage language teaching and learning, it is important to hear heritage language teachers’ voices. Allowing the space for heritage language teachers to make their own voices would strengthen the curriculum and instruction of heritage language education; moreover, it will contribute to heritage language speakers’ empowerment and their sense of multiculturalism. References Baker, C., & Jones, S. P. (1998). Encyclopedia of bilingualism and bilingual education, Clevedon, UK: Multilingual Matters. Blackledge, A., Creese, A., Barac¸, T., Bhatt, A., Hamid, S., Wei, L., et al. (2008). Contesting ‘language’ as ‘heritage’: Negotiation of identities in late modernity. Applied Linguistics, 29(4), 533–554. Byon, A. S. (2003). Language socialisation and Korean as a heritage language: A study of Hawaiian classrooms. Language, Culture and Curriculum, 16(3), 269–283. Chevalier, J. F. (2004). Heritage language literacy: Theory and practice. The Heritage Language Journal, 2(1), 1-19. Feuerverger, G. (1997). “On the edges of the map”: A study of heritage language teachers in Toronto. Teaching and Teacher Education, 13(1), 39-53. Finch, A. (2009). Korean community schools in the UK: Key issues and recommendations. Journal of Korean Language Education, 20(3), 205-234. Giroux, H. A. (1994). Insurgent multiculturalism and the promise of pedagogy. In D.T. Goldberg (Ed.), Multiculturalism: A critical reader, Oxford: Basil Blackwell. Lee, J. (2002). The Korean language in America: The role of cultural identity in heritage language learning. Language, Culture and Curriculum, 15(2), 117-133. Liu, P. (2006). Community-based schools in southern California: A survey of teachers. Language, Culture, and Curriculum, 19(2), 237–249. Lo, A. (2009). Lessons about respect and affect in a Korean heritage language school. Linguistics and Education, 20, 217-234. Maloof, V. M., Rubin, D. L., &Miller, A. N. (2006). Cultural competence and identity in cross-cultural adaptation: The role of a Vietnamese heritage language school. International Journal of Bilingual Education and Bilingualism, 9(2), 255–273. Needham, S. (2003). “This is active learning”: Theories of language, learning, and social relations in the transmission of Khmer literacy. Anthropology and Education Quarterly, 34(1), 27–49. Peyton, J. K., Ranard, D. A., & McGinnis, S.(Eds.)(2001), Heritage Languages in America: Preserving a National Resource, Washington, DC: CAL, ERIC: Delta Systems Co., Inc. |
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