Teaching and Learning 333 Final

Question 1: Effective teaching strategies

I had never paid much attention to the difficulties in teaching ELL students. I had placed
myself in the position of teaching students whom specifically speak Spanish because it is the
only other language I know besides English. I had not yet considered working in a classroom
with students from all around the world that may speak many different languages and whose
primary language is not English because I would not be capable of speaking to the students in
their personal native language nor would I be able to translate. Now, after taking teaching and
learning 333, I learned of many of the different ELL programs offered, policies, demographics,
strategies, and much more.
As teachers, it is our responsibility to help our students understand the material being
taught and help them learn English simultaneously. Through my reading as well as experience
with ELL students I learned that integrating classrooms or providing ELL students with
opportunities of interaction with students who are English speakers is a great way to teach a
second language Yet their children, who attend school and interact with English speakers in
various ways, seem to be making rapid progress (Crawford, p.6). One of the best ways to
achieve learning a second language is through practice. In the case of working with a student
with strong literacy skills in his/her home language, will be a benefit in helping him/her acquire
English.
Because the student is considered to be an intermediate learner, we must also use other
strategies other than just interaction with English speaking students. Other strategies include
using hand gestures, providing pictures, and music. Through our interview with Mrs. Pietila ,
she described that working with ELL students is a matter of experimenting, providing extra help

and support, providing students with a creative/welcoming environment. She also explains that
as an ELL teacher she must be understanding, flexible, and student-centered. Technology such as
translators at hand will be a benefit to ELL students in a classroom.
Working with ELL students is not easy. We as teachers should also consider and be aware
of the students individual needs. By meeting the students needs it is important to make
teachings appropriate to that specific child instruction, tutoring, and counseling appropriate to
students age, grade, prior schooling, level of English, family situation, cultural background, and
other factors (Crawford, p. 15). By making our teachings appropriate we will then be able to
reach out to every student regardless culture, ethnicity, family situation, SES status, and all other
factors. Working specifically with the student in this particular question, in position of the
teacher I would introduce the material, provide a welcoming a classroom with pictures of his/her
own culture or do projects/activities based on different cultures. I would incorporate her literacy
skills in her own native language and use them toward learning English.
In conclusion, working with ELL students is a challenge. There are many things to
consider as teachers, mentors, tutors and anyone else that will be a part of students learning and
success. Using gestures, pictures, welcoming environment, technology, help and support allows
our students to learn the material and English simultaneously. Adjusting to each student
individually is both important and necessary.
Question 2 Proposition 227
Proposition 227 and anything that may be similar is a risk to take. Although I can
understand the reasoning for their decisions I am also able to view it from the outside. We can
easily make a comparison to Submersion or sink or swim as they are very similar or may even
be the same deal. This model specifically does not offer a systematic assistance for LEP students.

The students are required to pick up English as they are deprived of their own native language,
ESL, and Sheltered instruction (Crawford, p. 35). Assuming that this approach will work is
rather dangerous. It may work for some but not for all.
This proposition clearly states that English is the National public language of the United
States, although this may be true, it is not to say that it is better or more dominant than another
language no natural language is inherently stronger or weaker than another (Crawford, p. 9).
This approach makes two assumptions that are clearly wrong, one of them is assuming that there
is one and only one way of acquiring a second language, the second is the belief that if these
students are highly exposed to English they will learn it in no time. Reality is that these students
need different approaches and require time to learn a second language. These students come from
different backgrounds, cultures, levels and much more. Being an ELL student does not
necessarily mean that all students are the same, they do not require the same amount of support
or help. We know in general that our brains cannot be filled with information after information. It
is simply not the way we learn. We must put whatever it is we are learning into practice, give it
patience, and time.
In conclusion, Proposition 227 or any other approaches that may be similar is not the best
or most effective way of teaching ELL students. Although I do agree with the mixed classrooms,
exposure to English and putting it into practice will benefit students in learning the language, it
also may hinder a students ability to learn English. This approach does not consider the
differences among ELL students themselves, this approach will not work for all students and
may cause them to sink instead of swim. If the student is given proper help, support, and
time he or she will succeed.
3. Which Program would you choose?

If I were an ELL student, based on the information I provide on the last question, it is
clear that I would not want to be in the Submersion sink or swim program. I have made
comparisons between the programs that are offered for ELL students and Id have to say that I
would want or prefer to be in the Transitional Bilingual program. I Enjoy being fluent in Spanish
and could not imagine to not have kept my native language.
The Transitional Bilingual Program teaches English but allows the students to keep their
native language. It is a process in which the student gradually stops relying on his/her mother
tongue but still does not get rid of it (Crawford, p. 41). The transition is considered to be smooth
not putting the students under pressure or fear of learning English in a specified amount of time.
The students are allowed to rely on their native language until they ready, as they slowly and
steadily learn English. Although the Sheltered instruction program adjusts to students, the
students are not integrated into the same classrooms or even mixed with the native speakers. The
Transitional Programs goal is to successfully transition its students into mainstream classrooms.
This program allows the students to be proficient in two languages, because of this I find that this
program offers much more than the other programs.
In conclusion, I find the Transitional Bilingual program to be most effective if I were to
be an ELL student. I find that sacrificing our mother tongue to learn another language is not the
best way to learn another language. To feel comfortable and willing to learn with no pressure will
allow growth academically and improve students ability to learn another language. Although
other programs have their advantages I find that Transitional Bilingualism may reach out to
many ELL students in helping them succeed in life in general.