Interview with Nathan!
This interview features my dear friend, Nathan (Nate), who moved to Texas at a young age. Nathan and I discuss a variety of subjects, from the role age plays in learning languages to the types of influences English Language Learners (ELL) will face in their daily lives.
Nate mentions that learning the language was easier when he interacted with his friends who were also learning the language. Similarly to a scholar by the name of Ortega, Nate believes that naturalistic learning - a style that heavily uses immersion - leads to more success in learning the language (2011). Unfortunately, Nate mostly used instructional learning - a style based on traditional teaching methods - and as such, he had to rely on his social groups to supplement the lessons (Ortega, 2011).
Nate also explains his thoughts on content areas, and how certain subjects may require additional ELL differentiation for instruction. I agree that, in regards to my future content area, math will have an easier time with ELL differentiation. Simply put, math offers such a wide variety of representations and models that ELL students will most likely have an easier time following the lessons.
However, I may disagree with Nate on his confidence in language proficiency. English may have resulted in becoming his dominant language - a fact he shares with a majority of ELLs - however, English has not replaced his native language (Gass, 2013). Rather than having subtractive bilingualism, Nate retained much of his native language - enough to be labeled a level 4: expanding - on the World-class Instructional Design and Assessment (WIDA) scale.
Despite this, Nate and I agree that a combination of instructional and community-based learning will result in the most effective methods for language learning. On their own, immersion and traditional methods have issues and drawbacks; however, in combination with one another, they create a comprehensive teaching style. Personally, I will use a variety of strategies from both methodologies in my own classroom.
Gass, S. (2013). Second language acquisition: An introductory course. New York: Routledge.
Ortega, L. (2011). Understanding second language acquisition. London: Routledge.
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Ila
Hi Ila, I enjoyed listening to your interview with Nathan! I think that it is admirable how Nathan was able to grow comfortable with himself. When he was younger, he used to get teased for his accent. However now, he accepts the accent because it is a symbol that shows the connection he has between both English and French. Rather than assimilating and abandoning his home language and culture to become American, Nathan was able to stay fluent in French by speaking to his family members in the language (Wright, 2015, p. 19). With his parents’ support, Nathan was able to become fluent in English and sustain his fluency in French.
ReplyDeleteWright, E. W. (2015). Foundations of Teaching English Language Learners: Research, Theory, Policy, and Practice. Caslon Publishing.
Hello Angela! Yes, Nate was glad that he could maintain some proficiency in French despite the fact that his most often used language being English. Due to the necessity and frequency with which Nate speaks English, he has lost much of his skill in his native language, French. Despite this, he still considers French as his primary language (Gass, 2013). What are your thoughts on this? What types of language proficiency would you hope to see in your own students? How might that proficiency in English affect their proficiency in their native language?
DeleteGass, S. (2013). Second language acquisition: An introductory course. New York: Routledge.
Hi Ila, I think that both parents and teacher play a huge role in a students language proficiency. With the help of both the teacher and parent, the student can maintain both English and his native language. Wright explains, "teachers who respect their students' home languages and cultures can be most effective in helping students make the necessary transitions without undercutting the role that parents and families must continue to lay in their education and development (Wright, 2015, pg. 29).
DeleteWright, W. E. (2019). Foundations for teaching English language learners: Research, theory, policy, and practice. Philadelphia: Caslon.
Hey Ila,
ReplyDeleteThis was a very informative interview that will help me impact my students in the future. I think it is unfortunate that Nathan was made fun of for his accent, but it is nice that he is able to accept it as he has gotten older. The natural learning environment (Wright, 2015) is the preferred method of learning for Nathan and I can see why. This method is very encouraging and occurs in an environment that has peers helping each other to master the language that they are speaking. This can be very helpful for students especially if they are learning a new language with their peers.
Andrew, I completely agree that mastery of a language occurs most often in environments where students play active roles in their learning. Nate's social groups allowed him to practice and teach English to his friends, as many of them had similar issues with learning the language as he did. Wright's discussion on natural learning environments is both insightful and interesting (2015). What types of teaching strategies and behaviors would you try to implement into your own classroom? Personally, student-led instruction and an emphasis on student participation seem most appropriate for my ideal class environment.
DeleteI really like peer to learning in a classroom and find that a peer that can understand the material is much more valuable at teaching a student than an adult that knows the material. I think this also works when a student is learning a second language. This is a style of learning that encourages teamwork while maintaining ownership of their learning as they are helping those around them.
DeleteHi Ila,
ReplyDeleteI enjoyed your video interview with Nathan. It's pretty amazing that Nathan knew French and was trying to also pick up Spanish but his parents came in and told him it would be best learn English since it is the predominant language in the United States. One thing I found interesting is that he now knows more English than French, also the accent part should not be shameful for him since it shows that you know more than one language, most persons don't seem to know this and make fun of you for mispronouncing some words in English. It was understandable that Nathan struggled learning English since it is hard learning a new language and adapting to a whole new culture. But I'm glad he got help from Spanish speakers that learned English and helped him become bilingual. The effort to maintain or develop a home culture while learning and adjusting to American culture is neither simple nor a straightforward process. (Wright, 2015, p. 20).
Wright, E. W. (2015). Foundations of Teaching English Language Learners: Research, Theory, Policy, and Practice. Caslon Publishing.
Jesus, I will be sure to tell Nate that you find his accent admirable - it will make his day that you think highly of him and his bilingualism. I also agree that maintaining strong connections to one's native culture and language are vital to maintaining a student's background (Wright, 2015). Too often students feel shamed for having a different background from other students. What types of strategies or behaviors would you like to model for your students to ensure they are comfortable with expressing and representing their native cultures and languages in your classroom?
DeleteHello Ila,
ReplyDeleteI enjoyed your interview with this former ELL student and it was great to hear the perspective of an individual that didn’t speak the two dominant languages (English and Spanish) in the state of Texas. Nate mentioned that he moved to the United States when he was 7 years old. I’m assuming by this time he had already been taught skills in all required subjects through his native language and he had already become accustomed to the culture of his home. Nate also mentioned that when his family arrived in Texas, it seemed as if they were the only ones that spoke French and everyone else spoke either English or Spanish. With this information, as a teacher, it is very important to learn as much information about this student as possible, especially since his home language and culture was completely different from other students in his program. In the book, Wright mentions that ELLs are at a major disadvantage when schools do not recognize, incorporate, or value the differences between the student’s at home culture and the culture of the classroom (Wright, 2015, p.19). Knowing the student’s background can create a huge gap in between failure and success.
Wright, W. E. (2015). Foundations for teaching English language learners: Research, theory, policy, and practice (2nd ed.). Philadelphia: Caslon.