Lauren Discoe

ED431/ Crum
December 2, 2013
Where I Stand_ Part 3
Ever since I heard the word Acculturation, or the salad bowl saying, I
began to think of the culture in the U.S. in a different way. I agree that our
country is made of different and unique ingredients, similar to those what
would make up a salad. However, I also think that in some ways we are still a
melting pot. If you think about it, in a salad, ingredients dont mix to form
new ingredients, the carrots dont mix with the tomatoes to create a new
food item, unlike in the U.S. mixtures like that happen every day.
Which bring me to this point, about what we should believe is
happening in the schools. The fact that our country is neither soup (melting
pot), nor is it just salad, but a combination of both. In the schools we should
know that there will be many different nationalities and ethnic groups
represented on the faces of our students. But, we should also realize, that
maybe one of those faces has the potential to be bilingual or in some cases
trilingual.
Since schools in the U.S. have to accommodate both aspects, the
families of those students should be included in every step of their childs
schooling. I think that if families are not included in a positive way, there will
be little support from the parents to their childs education. Schools should
also make communication with families as easy as possible. For example,
sending out letters in both English and the students native or home
language, because we should acknowledge that those parents might not
speak English. This idea of reaching out to families is something that Ive
heard a lot of talk of in my classes, but never saw happening. It wasnt until I
started my ELL practicum that I saw a school newsletter that was written in
both English and Spanish. Also, keeping a translator on staff, and creating
after-school programs to help ELs and their families transition into American
schools. Ive learned that having a translator on staff is a rare commodity.

Having a full-time translator means that the school has to pay them full-time
wages, which most schools are not equipped to do. But, there are also only a
small handful of schools that are in need of that translator, then making the
need irrelevant. By making those families feel welcome and involved with a
bi-lingual newsletter and a translator, in their childrens schools will benefit
both the teacher and the student.
I think that the teaching method used should first look at the type of
learner the student is. If the student is more of an auditory learner, then use
methods that best fit the learning style. This is similar to any student
learning something for the first time. I also think that in learning a new
language the home language should not be lost. I think that students would
benefit from learning to read and write in both the students native and
learned languages, or Dual Language Development. I dont believe that there
should be only one method used for learning a language, there should be
one-on-one or partner work, small group work, solitary work time, and some
immersion. I think using different methods such as dual language
development programs, communicative, and cognitive strategies will help
the EL student have a more complete and whole education. These ideas and
strategies I have both read about in classroom texts, and seen first hand in
the classroom. After interviewing my practicum ELL teacher, my idea that
there should be Dual Language Development programs was solidified. She
agreed that language acquisition of a second language is really difficult if the
student ids not fluent in their first language.
In all I have seen and experience what does and does not work in
regards to ELD programs. I have learned both in the college and ELD
classrooms, that dual language development would be the ideal method for
teaching a second language. I have also learned that both an ELD and
General Education teacher should both be held responsible for language
development. And, I have also seen that many different strategies should be
used to enhance language development.