As I was reading chapter 2 of Scaffolding Language Scaffolding Learning, I came to realize how important it is for students who are Second Language Learners to fully participate in conversations in the classroom. It is a typical notion that those who immerse themselves in a second language learn that language much faster than if they were just to study that language in a classroom setting. Often teachers take this notion too seriously. They feel that Second Languages Learner in their classrooms should be able to pick up English with minimal effort just by listening to other students and themselves talk. However, Second Language Learners need to talk in order to fully come to learn English and all of its properties. Second Language Learners will begin to talk fluently in conversational settings way before they will be able to read and understand the English used in classrooms and on standardized tests. When students talk with their classmates who are more proficient in English than they are they will begin to hear discrepancies in the words and language style that they use compared to the words and language styles that their classmates use. By becoming aware of these discrepancies, Second Language Learners will eventually come to use the standardized English used in the classrooms. Too often, teachers fail to call on Second Language Learners to answer questions or participate in discussions because they do not speak English proficiently. However, the students will learn best when they are forced to use what they are learning. As an example, I learn more about a certain topic when I must teach it to someone else or use it.
In my classroom, I see that when the students who are learning English as their second language are called on or are asked to explain something, they think more about what they are going to say before they say it. They are processing in their minds how to communicate their ideas in the best English possible.
The choral reading that we participated in during class on Jan. 24th was very interesting to me. First, I found it interesting that as a group, we all read the passage in the same way, pausing and beginning at the same time. Although I like this idea, I feel as though it took away from the meaning of the piece. I think that people would have read the passage differently if they were to have read it by themselves. When the passage is read differently, with emphasis on different words and phrases, the whole passage can take on new meanings. I also found it interesting how many different interpretations were taken from that one passage. It helped to ingrain in my mind, even more, the importance of discussions as they reveal things to people that they may never have thought of.
Until Next Time
*Lisa *
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Responding to Lisa's Blog
I agree with Lisa’s first statement, “how important it is for students who are Second Language Learners to fully participate in conversations in the classroom.” I think that Second Language Learners are often overlooked in classroom discussion- either because they don’t understand the conversation, they don’t have confidence to speak in class, and they are never called on, among many other reasons. I also agree with Lisa about Second Language Learners regarding immersion and such in the classroom. I feel that I see this in my placement. I have an ESL student in my class and I have noticed how much his English has improved, solely from his interaction with his classmates. I also feel like my CT promotes this interaction as much as she can. My CT does call on this student during discussion and such (so he is also participating), but she never sets him up to fail (by asking him things she knows he doesn’t know)- if she does call on him and he isn’t sure of the answer (usually because of vocabulary) he is allowed to call on a friend to help him. Because of his impressive progression, I feel that he will be able to speak standardized English by the end of this year. I used to have similar experiences (that Lisa discussed) with this child, however, I feel like his “thinking time” from Spanish to English, is becoming much less and less.
-Nicki Lendo
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