VBLOG 2: Interview

For this assignment, I had the privilege of interviewing Mrs. Brenda Garcia who is in her eleventh year of teaching. She is the 4th grade, self-contained bilingual teacher at Taylor Ray Elementary school who goes above and beyond in everything she does. She strives to be the best teacher she can for her English learners and helps students achieve their goals. As a result of this interview, I learned so much about Brenda's linguistic background, Lamar CISD's Dual Language Program, and what Brenda does to best support her English learners.

Growing up, Spanish was Garcia's dominant language. Like stated in the interview, Brenda began learning how to read and write in English in first grade for the first time. Through personal experience, she understands how much an English Learner Teacher can impact the students. It was not until Garcia was in fourth grade, that she had a teacher who really celebrated and took the time help Garcia grow in her home language and English. Her fourth-grade teacher made a difference and really celebrated Garcia's home language.

As mentioned in the interview, Garcia emphasizes the importance of celebrating BOTH languages in the classroom: students home language and English. Helping our English learners grow in their home language and in English gives students and teachers endless opportunities for learning. Garcia stated that when teaching, she previews or reviews vocabulary and content in the student’s dominant home language, then teaches the rest of the content in English. This allows students to make connections between the content in both languages. In her class, Social Studies is taught only in Spanish, though for activities students can pick their preference of language. Exposing students to both languages like this benefits them so much. As stated in Wright, "Students learn best in the language they understand best. Thus, providing ELLs with content-area instruction in their home language while they are learning English as a new language helps to ensure that they will learn complex academic content and master grade-level content standards" (Wright, pg. 96). Like Garcia mentioned, seeing both languages, like in her classroom, across all subjects is called cross linguistics. The English language should be in addition to students' first and dominant language. Both languages should be celebrated in the classroom. Though I know all students will not learn the exact same way, the Dual Language Program in Garcia's classroom is benefitting her students. In Wright it states, "There is no one-size fits-all program appropriate for all students in all schools. But as research related to each model shows, strong forms of bilingual education that aim for bilingualism and biliteracy, academic achievement, and intercultural competence provide students with the best opportunities to draw on all of their linguistic resources while learning challenging academic content" (Wright, pg. 93). 

Exposing children to both languages and emphasizing their importance is critical. As Garcia said, when giving new English Language Learner teachers advice, "celebrate both languages," being biliterate is a beautiful thing. A child should never feel embarrassed by their home language.

 

Resources:

Wright, W. E. (2019). Foundations for teaching English language learners: Research, theory,                         policy,and Practice. Caslon.

Some questions that were not in Wright came from my curiosity.

Vblog Entry 1: Introduction

 

Costa Rica Images by Lauren Stolle or Meg Stolle

All other images: Google Images

Reflection 

Language: it is something all humans have in common. It is something that allows humans to effectively communicate with one another, understand different cultures, and build relationships. Language is something that should be shared, respected, and celebrated. People of all ethnicities want to be heard and respected. This does not change when it comes to the classroom. As stated in Wayne Wright’s English Language Learners, “Teachers need to know their students’ cultural backgrounds and how culture influences learning at school” (pg. 18). Therefore, I believe it is critical that all my future students feel cared for, safe, respected, important, and heard no matter what language they speak and culture they come from. I will do this by creating an environment that emphasizes what makes my students unique and meets their needs. According to Wright, “Effective communication with linguistically and culturally diverse students includes recognizing, valuing, and drawing on their home languages as resources in teaching and learning” (pg. 31).

As stated in my video blog, I went to Costa Rica in 2019. The culture, beauty, and language I witnessed is something I will never forget. During my adventure in Costa Rica, I had a chance to see a small glimpse of what learning a new language feels like. From attempting to understand our vehicle drivers to ordering food at different restaurants, understanding the Spanish language was by far not an easy task. I quickly became overwhelmed and somewhat stressed because I wanted to communicate with them better. Throughout the trip, I caught on to a few different words and phrases and remembered some from my high school Spanish class as well. 

 Overall, this trip gave me a new perspective on English learners because I was able to personally witness what it felt like to try to learn a different language. I only skimmed the surface when it came to learning the Spanish language, but English Language Learners are learning English in its entirety. With this comes stress, overwhelmingness, joy, confusion, and many more different emotions. As a teacher, I do not want any English Language Learners to feel they are replacing their home language or culture, just adapting and learning. Like Wright’s book, Foundations for Teaching English Language Learners, I agree that “… immigrants and their children can adapt to the new language and culture without having to sacrifice their own” (pg. 21).

I believe it is our job to create a place where these children that are learning another language can thrive. People of all languages deserve high quality education and respect, especially our students.

References

Wright, W. E. (2019). Foundations for teaching English language learners: Research, theory, policy,and Practice. Caslon.