VBlog 2- Maddison Hadaway
For my ELL interview, I interviewed Francisco. He grew up in a home with Spanish as his primary language, with little to no English up until third grade. His journey began in elementary. His parents came to the United States, to give Francisco and his siblings better opportunities. In VBlog 2, Francisco discusses the activities and techniques used to help him learn English, as well as what he wished the teachers could have done differently to help him succeed.
In the first part of the VBlog, I asked Francisco what kind of activities or lesson plans teachers used for ELL students. He described methods such as matching games, booklets in Spanish and English, and weekly/daily pullouts for English learning. Francisco also mentioned that his teachers and curriculum focused on vocabulary. This strongly correlates with the concepts in the Vocabulary chapter from the textbook The Routledge Handbook of Second Language Acquisition. In the textbook, it says "Krashen and his colleagues have been particularly active in promoting the importance of reading for vocabulary acquisition, in naturalistic and instructed contexts" (Gass & Mackey, 2012).
Next, when Francisco was asked about what he wished could have been different throughout his English language learning in elementary, his answer was that he wished the teachers were more thorough with their standards. In the textbook, The Routledge Handbook of Second Language Acquisition, it says "Even though vocabulary is considered to be one of the most important elements in language learning, it tends to be subordinated to the learning of grammar, and is largely left to take care of itself in language courses" (Gass & Mackey, 2012). With this, it connects to what Francisco said. He felt his teachers failed him in the way of rushing through teaching a language, versus helping students truly understand the language.
Overall, the interview with Francisco gave me a deeper understanding of what it was like for students learning a new language at such a young age with various different resources, and the lack thereof. In conclusion, the interview gave insight as to what it would be like as an elementary student learning a new language for the first time.
References
Gass, Susan M., & Mackey, Alison. (2012). The Routledge Handbook of Second Language Acquisition. Routledge.
Your interview with Francisco highlights key aspects of English language learning, including effective strategies and areas for improvement. His experience with vocabulary-based instruction, such as matching games and bilingual booklets, aligns with Krashen’s theories on vocabulary acquisition through reading (Gass & Mackey, 2012). However, Francisco felt his teachers rushed through lessons rather than ensuring deep understanding, reflecting a common issue where vocabulary is prioritized over grammar.
ReplyDeleteTo better support English language learners, educators could use gradual instructional support, known as scaffolding techniques, where teachers provide assistance and slowly increase the complexity of language tasks. Additionally, incorporating interactive learning methods such as peer discussions, role-playing, and real-life language practice can help students apply their skills in meaningful ways. Francisco’s story emphasizes the need for a balanced approach that fosters both vocabulary development and overall language comprehension. His insights serve as a reminder that effective English language instruction should focus on fluency, comprehension, and student engagement to ensure they feel supported in their learning journey.
Hi Sarah!
DeleteI love you mentioned how it connects to the reading, The Routledge Handbook of Second Language Acquisition. Mentioning a scaffolding technique was such a good response to the information in my blog! According to the textbook Translanguaging with Multilingual Students, "A number of emergent bilinguals have been classified as students with incomplete or interrupted formal education (SIFE)" (García & Kleyn, 2016). This, as you said, could attest to students needing a balanced approach in second language learning. Thanks so much for reading and watching my blog!
To begin with, Francisco brought out a good point that teachers sometimes rush students to understand how to read and speak the language but when it comes to pronunciation or grammar they tend to skip that part. I myself who's primary language is Spanish and learn English at a public school taking ESL classes always struggle with grammar rules or pronouncing words. I believe that teachers have a duty to make sure their students who are learning a second language not only know how to speak it but truly understand the mechanics like vowel sounds or grammar. I do understand that teachers don't have time to fully make sure students understand the new language because of time and objectives they have to achieve made out by the district. Overall, Francisco story really reminded me of mine and all my friends story on how we all started with Spanish but thanks to ESL classes we were given the opportunity to learn English.
ReplyDeleteHi Eduardo!
DeleteI am so glad you could connect and reflect on what Francisco was saying! As the textbook The Routledge Handbook of Second Language Acquisition says, "These words are easy to learn and introducing them in large numbers can enrich learners’ functioning in a foreign language and consequently positively affect their confidence and motivation" (Gass & Mackey, 2012). Meaning, if there was more structure or thoroughness, ELL students could feel more confident! Thanks so much for reading my blog and watching my video!