KIM KERR

STANDARD 1b

Standard 1.b. Language Acquisition and Development. Candidates understand and apply
theories and research in second language acquisition and development to support their ELLs
social and academic English language and literacy learning and content-area achievement.
They are able to take pertinent findings in such areas as age, interlanguage and the stages of L2
development, input and interaction, the impact of prior formal education and L1 literacy, socio-affective
variables, code-switching, etc., and use them to create effective instruction.

The artifact I chose to represent standard 1.b. Language Acquisition and

Development, is one of my written reflections from a tutoring sessions for ESC 761
Teaching English as a Second Language to Adolescents & Adults. This artifact includes
reflections on the cognitive, affective, and social differences between your the secondary
level ELLs whom I tutored during field hours and how that affected language learning and
teaching.
My reflective journal includes reflections of 8 sessions, in which I assisted an English
Teachers ESL classes, by tutoring students in groups or individually. I assisted with two
class groups at Kingsbridge International High School, an entirely ESL school with a
diverse student body. The course curriculum focused on learning content, modified for
ELLs to pass the mandatory English Regents Exam.
In each reflection, I wrote about my observations of how certain cognitive, affective
and social differences influenced the students English writing, participation, motivation
and willingness to receive tutoring help as a resource. For example, in my first reflection,
I worked with two girls who were paired together. They had significantly lower levels of
English Language then the rest of that class. They were also very dependent on Spanish
directions, translations and dictionaries. I was actually fortunate to work with them a lot
later.
In my first reflection I wrote about my initial observations of each student. I had made
intuitive observations from their writing, wrong translations, poor practices and high
motivation or reluctance to work.
To better understand the girls, I just started talking to them, which proved to be
effective. In an informal setting they were able to meet me, ask me questions on my
background, career and education. We were also able to connect on culture and interest.
With that I had gained the reluctant students trust. While she kept saying shed do the
assignment at home because its easier, I was able to get her to open a blank page and
start working. I understood that her excuse was out of embarrassment. However, I used
strategies like building background through a discussion in Spanish and letting the
student write in mostly Spanish. That experience reflects Principle #2 in which the
teacher understands how children learn and develop, and can provide learning
opportunities that support their intellectual, social and personal development.
Similarly, in my fourth reflection, I worked with another very shy and reluctant student
from the Dominican Republic. I understood that this was an individual difference and
perhaps caused by the students insecurity. I found it interesting however, because other
students from a similar background, who were sitting in the students circle, were
outgoing and motivated to learn and even joked about their English learning and
mistakes. One student even joked that the student I was tutoring is dique Shy. They
used the term shy in English and thought of it as an American concept and culture. This
reminded me of the Stages of Ethnicity and how the students mentioned that this
student was seemingly more assimilated because he adopted a culture of shyness. I also
believe this student was a SIFE student. Nevertheless, I was able to use understanding of

this students background, language and writing needs to use have him use a graphic
organizer, build background knowledge and write in Spanglish.
Finally, in my second and third reflection, I worked with a group of students on English
Regents Essays. One student knew the reference material well in Spanish but would work
with another student who didnt, yet the other student was able to translate and write
the sentences for the essay. The breakthrough was to have the knowledgeable student
write the paragraph ending on his own. I knew he felt achieved to have the other student
now copying him. I also understood to avoid rushing into correcting his spelling and
grammar too soon.
My reflections demonstrate great understanding of socio-affective factors, like age,
education history, L1 levels, L2 development and code-switching, as I applied them to
my tutoring sessions. I believe that without knowledge of those theories, I wouldve
originally used poor practices such as not being sensitive to students reluctance or
going straight into correcting grammar and spelling, without real learning. Instead I was
able to modify the classroom teachers lessons to individually help students use graphic
organizers, build background, approve of bilingual code-switching and even take the time
to learn about the students backgrounds and interest.
Working with this positive community was also insightful and inspiring. I also grew
comfortable of working with adolescents and managing large class sizes. I realized that
these students have many academic and social needs beyond the standards and
classroom environment. This further motivates me to work on strategies and find
resources that can benefit them.