ELL Classroom Analysis

In the last twenty years, the population of linguistically diverse school age-children has increased exponentially (Short & Echevarria, 2004, p.9). In order to effectively serve students with different language backgrounds it is important that teachers use strategies that benefit all students. Adrienne L. Harrell and Michael Jordan (2008) found that students need strategies that use explicit language objectives, provide constant reinforcement of academic language, make connections to prior knowledge, and give opportunities to read, write and speak in English to support their language development (p. 5). The presence of these strategies in a classroom with a mixture of ELL students and native English speakers only enhances the learning experience

for all students. These strategies feature best practices in teaching that all educators should employ to increase the rigor in the classroom.
The teaching practices DVD provided several examples of strategies to help ELL students develop language and academic skills (Herrell & Jordan, 2008). I was particularly impressed by 4th grade teacher Vince Workmon. His math lesson using manipulative strategies was engaging and reinforced academic language use in the classroom setting. Very early in his lesson Mr. Workmon uses an orange as a manipulative to drive instruction on fractions. He teaches how the denominators can be different but the fractions can still be added once converted. After the mini lesson, he then allowed student to practice on their own with different fraction manipulatives. This is an important strategy for ELL students as it allows students to have a visual to aid in their learning of fractions. Students don’t have to understand all the vocabulary to gain knowledge on fractions, however Mr. Workmon makes sure to reinforce academic vocabulary use throughout the lesson. The use of a manipulative in this lesson helps students learn about adding fractions, which is a difficult concept to gain in 4th grade math.
Mr. Workmon promotes students involvement and interaction throughout the lesson by providing students with the opportunity to use academic language in class. He begins by asking the whole group questions about fractions to activate prior knowledge. He chooses students to answer the questions aloud. When a difficult question is asked Mr. Workmon allows students to turn and talk with a partner. By doing this he gives the appropriate wait time to students, as well as makes sure that each student gets to use the academic language. This is extremely important because many ELL students are quiet in class discussions because they are embarrassed by their lack of language skills. They don’t want to talk in front of the entire time and mess up. Talking independently with just one partner allows students to use the language, but not in a way that is intimidating. Later in the lesson, Mr. Workmon allows students to work together in small groups providing another opportunity to employ academic language. Yu Ren Dongs(2005) believes “that adapting classroom discussion, textbook reading, and written activities to the language proficiencies of English language learners triggers English language acquisition in subject matter classrooms (p. 14). Mr. Workmon understands the needs of his linguistically diverse students and provides opportunities for language acquisition in math. Students are responsive to the learning strategies he uses and seem to be comfortable using academic language as well as using the skills learned to complete the class assignment.
Mr. Workmon’s classroom environment was one that promoted safe learning for all students. During the video he was respectful and encouraging, which are two character traits that students need in order to have a positive attitude about learning. He held all students to a high academic standard and promoted academic achievement. Learning to add fractions is a difficult concept to learn, especially if there are language barriers present. Mr. Workmon reviews academic vocabulary throughout the entire lesson to reinforce the learning. In addition to reviewing vocabulary, he has students repeat after him when saying new or difficult vocabulary. It is evident that he considers student language acquisition needs when introducing and reviewing academic vocabulary. Students seem to understand the concept and are able to make connections to previous lessons. Student growth is apparent even in this short clip of the lesson. The strategies that Mr. Workmon employs helps set high achievement standards. He teaches a challenging topic, but provides students with the skills to be successful. All teachers could learn from Mr. Workmon’s ability to promote academic excellence in his class.
Reflection
At the beginning of the course, I felt that I already knew what my diverse population of students needed. This class helped expose how much I did not know about my students and their unique backgrounds. I believed that many of my students were unmotivated, lazy, and simply choosing not to complete assignment. I also believed that the materials used in class supported all cultural backgrounds. Lastly, I believed that many of my ELL students were not capable of completing more difficult assignments. This course has taught me that I could not have been more wrong. My personal belief about my students drove my classroom practices. My unmotivated students received low grades, we read the same material from previous years, and my ELL students were only required to write half of an essay. Since beginning this course, my eyes have been opened to several practices that both my colleagues and I utilize that might actually discourage student learning and achievement. Each week, I have changed something about my classroom instruction to help support my diverse population of students. Having a multicultural education is essential to student’s growth and identity.
Since beginning this class, I have learned countless skills that can be used to promote multicultural education and academic excellence in a number of diverse students.

One thing I learned is the importance important of getting to know students and their cultural backgrounds. The practices used in the classroom should cater to the needs of students in the classroom. For example, I have several students who have been classified between Stage 3 and Stage 4 language acquisition. In order to serve these students effectively, I would need to know the stage they are classified at. Next, I would need to implement strategies to increase learning. The materials chosen to read in class should be interesting yet challenging for my ELL students. Knowing about my students’ background and using strategies and tools to support them is the most important lesson that I’ve learned in this course. This understanding applies to any diverse student that I may teach. Truly getting to know students and their backgrounds, as well as intentionally implementing strategies that will help benefit students’ academic growth are examples of best practices in teaching. This has been the most influential lesson learned in this class because it can be applied to every student that I will teach. I plan to implement what I’ve learned into my classroom and create an environment were all students feel safe and motivated to learn regardless of their

background.
At the beginning of this course, we were asked to evaluate our schools based on their multicultural education program.

I reported that my school was guilty of “‘fairyland’ multicultural education” (Nieto & Bode, 2008, p. 2). We hold dinners, culture days, and special programs to bring awareness to different cultures, but we don’t go any further than that. This course has given me countless tools that can be used to make my school and classroom better for students. The school that I teach at has a high percentage of students who live below the poverty line and who speak English as a second language. Countless research has been done about students in both categories. Students who live below the poverty line tend to do worse than students at a wealthy school (Bainbridge & Lasley, 2002). This understanding about students living in poverty should drive instruction in the classroom. As a teacher, it is my job to inform and discuss with my colleagues strategies for better educating these students. Most importantly, there must be a belief that these and all students can learn if teacher use various teaching strategies (Bainbridge & Lasley, 2002). This understanding about students living in poverty should drive the efforts at my

school.
There should also be a school wide focus on ELL students at my school. Currently, we have a bilingual program at my school that prepares students for success in mainstream classes. Once they make it to mainstream classes, many of the strategies and resources that students are used to disappear. Something needs to be done to help support the ELL students at my school once they are integrated into classes with the native English speaking classmates. I will start by using the teaching strategies I’ve learned in the classroom. The strategies that I’ve learned are not just effective for ELL students, but for all students. The use of these strategies can help improve education for all of my students. The many theories, research and effective practices can help make multicultural education in schools more than strategically planned dinners and programs. What I have learned can help change the face of education for students who otherwise feel like school does not represent them and their diverse backgrounds.
Conclusion
Having a diverse population of students is a privilege that many teachers are given. In order take advantage of this privilege, we must get to know students and provide them with an education that fits their specific needs. Knowing our students’ cultural backgrounds helps teachers provide the type of education necessary for students to become National Merit Scholars. I look forward to using the many strategies learned in the class to better serve my population of students.