Chapter 8: English Language Learners in the Classroom

This chapter was a real eye-opener for ELL students. I have had the privilege of having two ESL students in my classroom this year, but they are very fluent in English. They do get extra support everyday for about thirty minutes. I couldn't imagine walking into a classroom not knowing the main language. It has to be a very stressful time for the student. I just think back to all the situations I was in when English wasn't the main language. I felt very left out, like I couldn't participate if I wanted to. We need to make sure our students don't feel left out! I really like the idea of having the student write their idea first, then talk to a partner, then talk whole group. I think that gives the ELL student confidence in their answer. This is also a good exercise for struggling students. ELL students should be proud of their native language. I believe that ELL students should still have some of their readings in their native language. We don't want to take that away from them. I agree with the book when they said that when teaching content areas that ELL students should have text in their native language and to be partnered up in groups with students who speak their native language, if possible. Last year, we had a student come into third grade speaking no English. Her native language was Spanish. The teacher that had her labeled everything in the class. It was very neat to see the students help her and interact with her in her process of learning the English language. Technology has been such an asset in the education field. Students can do so much more now with technology. I really like the idea of the blog for ELL students. Like the book says, it gives the silent student a voice. Being the melting pot, teachers are going to find more ELL students in their classroom. It is our job to be prepared when they enter our classroom. We need to teach them the English language while incorporating their native language.