From the case presented it is my assumption that Rosa is living in a Spanish speaking household, Rosa is a 12 year old child with good interpersonal and Bodily-kinesthetic intelligence. Her high interpersonal intelligence has made her able to meet friends and because of this constant communication she was able to grasp the speaking aspect of English Language and has adjusted to her living and school environment. Rosa has grasped the speaking aspect of English but has not learned the structure of English Language; hence she is struggling with the written component of English language. Due to her lack of knowledge in the structure of English Language she is having difficulties in subject areas: language arts, social studies and math. Education …show more content…
(Bronfenbrenner & Ceci, 1994; Bronfenbrenner & Morris, 2006). The marosystem Bronfenbrenner stated composed of all the values, attitudes, laws, ideology, and so forth of the culture in which children and adolescents live. This is reminiscent of Vygotsky’s proposal that the broader culture has a significant impact on development. Bronfenbrenner’s points out that the culture one grows up in affects each of the previous levels of the ecology. For example, the culture difference between South America and the United States can be used to explain different patterns in Rosa’s development. American parents stress academic excellence more so than South American parents, this will result in American children performing at a higher standard that children of South America. Hence, the impact of the marosystem has negativity affecting Rosa’s cognitive development. According to Piaget’s theory of cognitive development Rosa is at the Formal Operational Period. According to Piaget, this is the upper level of intelligence in human species. At the formal operational thinkers are able to learn by contemplating their thoughts, and as a result, generate new knowledge. This process Piaget called reflective abstraction. This kind of thinking can be seen in successful teenage athletes. Seeing that Rosa is a talented athlete it is evident …show more content…
This goes to show that Rosa is quite aware of the fact that she is good at sports but not good in academics. Valentine, DuBois & Cooper, 20014, stated that Children’s self-esteem varies with their experiences. These researchers stated; children who have experience of success in academics are more apt to enjoy school, try harder and perform well in academics and vice versa. With this it goes to show that because Rosa’s is aware of her self-efficacy it is now affecting her self-esteem. This is now resulting in her being distracted in these classes and constantly does well in sports. Ferirings &Taska, 1996, stated that, children and adolescents whose parents are warm and have reasonable expectations for them generally display high level of self-esteem. Again it can be seen that the lack of parental involvement is one of the main reason for Rosa’s underperformance in the different subject
childhood and renewed life style were she learned how to distinguish one language to another
In “Se Habla Español,” the author, Tanya, talks about her personal experience with dealing with language issues. Tanya was born in Guatemala and moved to the U.S when she was only three years old. Tanya’s mother did not want her to speak Spanish, because they believed that when they moved to the U.S speaking only English would help her blend in. For so long Tanya believed that speaking Spanish went hand in hand with being poor and speaking only English made her feel superior. After many years she has tried to learn Spanish but has found it quite difficult because although that is her native language it was like trying to learning a whole new language for her. In “Mother Tongue,” Amy’s explains how she has come to the realization that she speaks more than one “English,” meaning that the way she speaks in front of a crowd is different than the way she speaks with her mother. The way Amy speaks with her mother is still English although it is not proper. Amy expresses how she does not really like the phrase “broken English,” because if something is broken it needs to be fixed and she does not feel that her mother’s English needs to be
Richard Rodriguez commences, “ Aria: A Memoir of a Bilingual Childhood” recounting the memory of his first day of school. A memory that will help support against the use of “family language” as the child 's primary language at school. Rodriguez is forced to say no: it 's not possible for children to use the family language at school. To support against the “family language” used at school, Rodriguez uses simple and complex sentences to help achieve the readers to understand that to only accept the family language is to be closed off by society; to not have a “public life” is to not share one 's life experiences with society. Bilingual Educators state that you would “lose a degree of ‘individuality’ if one assimilates. Rodriguez refutes this statement through his expressive use of diction and narration educing emotion from his audience building his pathos. Rodriguez also develops ethos due to the experiences he went
In the United States, there has been an increase in in the number of children from Spanish speaking backgrounds. The English Language Learners, commonly known as ELL’s, are being placed in Special Education without being properly tested for a learning disability. However there are a large number of ELL’s with learning disabilities in elementary grades that truly have a learning disability and are over looked. Many school districts have problems placing ELL’s. As a result these students end up in special education whether they have a learning disability or language impairment. Teachers are also indecisive when dealing with ELL’s. Most teachers recommend that ELL’s be placed in special education from day one. It is not because the child has a learning disability, it’s because most teachers are not properly trained to interact with ELL’s. Teachers also find it difficult, due to lack of training, having ELL’s with learning disabilities in their classrooms. More teachers would find their selves comfortable if they had training in dealing with ELL’s and ELL’s with learning disabilities. This paper discusses the issues and the concerns teachers have in dealing with ELLs and ELLs with disabilities, the challenges of identifying individuals with learning disabilities, and what type of assessments classify English Language Learners as having a learning disability.
According to Montgomery (2014) ‘Children in different parts of the world lead very different lives, partly because of the variations of cultural beliefs about childhood’. These variations are brought about by the fact that each child is different, with different beliefs, raised with different parenting methods in different countries with different cultural influences. All of which have individual definitions of what it is to be a child, and a child’s capabilities. These cultural and social differences all vary on their emphasis of traits that are important, such as individuality, independence, inter-dependancy and expectations of behaviour. Each child is constructed in a unique way according to these differences, and each difference impacts
...eate in Annie the self-discipline that she needs, how? I will work with her closely in the academic part, but I need that her parents and family work with her too in their family environment. I will include a realistic feedback about her work done in general and talk about her writing or any other issues. Because feedback is an externally imposed control that works with a person’s self-regulatory capability in order to adjust behavior (p. 412). In addition, in Annie’s case, I will investigate her family relationship, friends, values, and emotional issues. Because, she may be lacking of role models in her family and her social environment and interaction with others can be the factors of Annie deficiency of concentration, motivation, and self-regulation.
According to Charon, culture is one of the social patterns in society. It arises in social interaction. It is taught in social interaction. Culture is made up of three smaller sets of patterns: (1) rules, (2) beliefs, and (3) values (Charon p. 56). For these two peer croups, the contrast in their lifestyles and culture can be attributed to the influence, involvement, and expectations of their parents. The parents of the Brothers expect that their children will do well in school, they expect them to stay out trouble, and to refrain from the use of drugs and alcohol. Thus, from their families, the Brothers take away a contradictory outlook. On the one hand, they see that hard work on the part of their parents has not gotten them very far, an implicit indictment of the openness of the opportunity structure. On the other hand, they are encouraged by these same people to have high hopes for the future (Macleod p. 167). In contrast, the Hallway Hangers’ families do not hold high aspirations, they do not expect that their children do well in school, stay out of trouble, or refrain from the use of drugs. In fact they have very little influence in their children’s lives. It is not that the parents don’t want the best for their children, they are just afraid to set them up for failure. The Hallway Hangers have seen their older siblings and other friends fail in school. As a result, they hold a firm belief that children from higher econo...
Bronfenbrenner’s model involved how a person responded to their surroundings. It was all separated into four different systems. Growing up as a child, my family was always together and happy. Nothing ever seemed to put us down, not even the roughest times that impacted our lives. My family was together through ups and downs and they showed me that families should stay united no matter what circumstances occur. As a child, school always had a positive environment and it helped me learn so many things in life. My teachers were caring and a big help when it came to helping us learn. My teachers became like a family to me and school was like a second home. My peer group wasn’t too large, but they were a huge part of my life. My peer group was
When speaking of the learning disabled, bilingual student, one must consider some dimensions to the issue of assessment within a particularly specialized light. This special population reflects both the learning disabled (LD) and the bilingual student. For purposes of this discussion, it is presumed that most all members of this specialized segment are Hispanic. This is largely the case within a practical context, although as the literature points out, pre-considerations must be afforded for bilingual education (students) Ñ as well as those members of the Hispanic community who reflect a variety of backgrounds, including Puerto Ricans, Dominicans, Cubans, etc. To this extent, it is the view of this author that the challenges for the bilingual, learning disabled, and special education educator are particularly complex. To begin with, it is important to look at the many variables that exist within the aforementioned components. These components include English as a Second Language (ESL), the extent to which Hispanic students speak English at home, the extent to which Spanish speaking students speak Spanish at home, the extent to which parents are involved or assume an active role in this overall effort, and finally the impact this has on teaching the learning disabled in a classroom setting Ñ and more specifically Ñ when employing the assistance of a translator. It is the view of this author that, too often, curriculum-based assessment is hampered with some biases, to which extent it is the aim of this author to address some of these. David P. Dolson (1985) offers us some insight into the importance of these relationships, stating that the most essential factor between academic achievement and scholastic performance on the part of the Hispanic child is directly related to the effect of Spanish home language. He challenges an assumption by many educators that Hispanic students from Spanish language homes do less well in schools than Hispanic students from primarily English speaking homes. The direction of the difference on each of ten scholastic variables indicates that students from additive bilingual homes have a conspicuous advantage when compared to counterparts from subtractive bilingual homes.
For example, this theory relies heavily on Piaget’s stages of cognitive development, which does not consider cultural differences. According to the contextual approach, when studying children across cultures it must be done in the context of their “family history, economic circumstances, and degree of comfort in the current social setting” (Hughes, 2006, p.23). The cultural influence on children must be accounted for when interpreting their play behavior. For example, cultures differ on the importance of independence and interdependence on the group. In Euro-American society children are encouraged to be unique individuals and to think for themselves. When children demonstrate this behavior during play they are reinforced. In contrast, Eastern societies encourage a collectivist mentality that stresses group cohesion and interdependence. These cultural differences greatly impact the development of children as well as their play behavior (Hyun, 1998). The cognitive development theory does not account for these differences and suggests that children develop in the same way across cultures, which is not necessarily
My personal literacy development has been a constant struggle since my arrival in America as a boy with a Spanish-speaking mother and a bi-lingual father. We spoke Spanish at home. As I began school I could only speak a small amount of English and understood only slightly more. I learnt, as young children do, through listening to the people around me and using any visual aids I could to scaffold the gaps in my understanding (Winch, Johnston, March, Ljungdahl, Holliday, 2012). My lack of basic literacy affected every area of my learning with only math classes allowing me to feel slightly comfortable due to the international nature of numerical literacy. I quickly developed the oracy skills required to be able to contribute to social and academic situations but unfortunately developed other ways to hide my lack of progress in other areas.
Lilly, also doesn’t suffer from any health problems. Her teacher described her as a sweet girl, she could achieve so much more if her parents dedicated more time into her studies. Her teacher also claimed that it is more than obvious that her parents are not involved in her education because she struggles with reading the most among other areas. Lilly is an English language learner in which she participates in the English Language Development program they have at school. Lilly is considered level 3, her CELDT results are as followed listening level is a 4, speaking level is a 4, reading level is a 1, writing level is a 3, overall her comprehension is at level
Several important themes emerged through this study. These themes are gender and family roles, family structure, and the effect of culture on the quality of family interactions. They will be discussed in the follow pages.
In the classroom, self-concept and self-esteem have a huge impact on how well a child does in school. When I was in elementary school and especially high school, I would classify myself as being a good language arts student, but a poor Math and Science student. In elementary school there isn’t as much competition between students, therefore I didn’t feel the need to comment on my strengths and weaknesses. Like the author says, “and older student’s self-concept may be further broken down according to success in individual subject areas, such as reading, mathematics, or science (394).” In elementary school, all of the subjects could be incorporated into one lesson, while in high school the students switch classes and concentrate on a certain subject per period.
Gradually sociocultural studies have focused more on childrens views and experiences in the context of time and place, thus the ‘new paradigm’ emerged. P225. By studying developmental, psychology and socialisation of children, understandings grew, ‘ages and stages’ became more apparent, both physical and cognitive, affecting socialisation.p219 Piaget was heavily influential in the theories of intellectual development in children, using ages and stages to define cognitive development,p127 developing experiments in support of his theory, experiments that have been used worldwide, impacting on children in many practices. p128 Vygotsky opposed the idea that development was universal, believing that cultural and social factors should be considered p134 However,other theories suggest human beings develop continually, not just through childhood. the Navajo model of development does not just focus on the development of children, but well into adulthood too.p107 Latours Actor network theory suggests human beings continue to develop through ‘networks and connections’, Deleuze and Guttaris Assembelage Theory also suggests that ‘humans are never complete’ online review 5 The social construction of childhood is important in sociocultural studies, as children are shaped by ideas, attitudes,actions, beliefs and practices that surround them, p228 childhood is not just biology, as Stanley professed p175 Prout and James heavily influenced sociocultural research, critising how children were viewed as inferior,p225 attempting to outline ideas and principles, they hoped would influence sociocultural reaserch. P227 using a multidisciplinary approach,