These authors argue that the pedagogy for an english speaking native is a very particular form of schooling and they followed six girls- the one in the story being Esme who had a difficult time adapting to the culture and schooling.
These authors followed Esme from sixth to eighth grade and documented her struggles as a student.When she was actually helped in school it was under the wrong reasons.
For example, when she got extra help in school it was because she was identified as an underachiever or someone who was academically a low performer. This was not to say that she was not smart but the perceptions she formed of herself was in direct relation to the school's approach in schooling her.
By labeling a student as a "low performer" because the pedagogy of the teacher does not translate to the culture of the student, they are hurting the student's perception and confidence in themselves.
Throughout school Esme formed social bonds and eventually started becoming a well performing student. She was eventually enrolled in an honors social studies and even helped other students in her class. She still however described herself as "kind of smart". The cultural norms that were within her family were described as limitations to completing high school and Esme voiced her concern and anxiety about being afforded to attend college. She says that she would not want her parents to be concerned with raising money for college and that it seemed out of her reach. Her parents were working class and had never been to college themselves- she would be the first of her family to enroll. Esme's wishes for herself ended at a high school education and becoming a working class individual as well due to the social strain of obtaining a college degree.
This reading made it apparent that these social conformities exist and that certain pedagogies label students as "low performing" when they should not be labeled at all. At times Esme voiced her frustrations in asking a question and it being answered in a way that did not make any sense to her.
There is no growth in this and during a whole year of schooling Esme did not understand her teacher and was placed to a lower level where she was led by the hand. When she finally understood the schooling at a lower level her frustrations became "the work was too easy" and she started helping others.
Comments: I believe that there is a larger change that should happen in the classroom with people who are assimilating to the English speaking culture. When this happens students should not be placed in a lower level labeled class but the education system should be implementing an area where they are taught in the right context.
This link lists many different methods in supporting ESL students.
Here is an excerpt from the page....
Social, Emotional and Developmental Needs
1. Cultural Awareness
All teachers should take a moment to self-reflect about their own understandings and questions in regard to cultural differences. Take the time to learn about different cultures, gestures, and traditions and celebrate these differences with all of the students in the classroom. Encourage all students to share their culture with classmates.
2. Empathize
Try to imagine how overwhelming it must feel to leave your home country and family members while trying to assimilate, learn, and socialize in a foreign language. Be aware that ESL students will be in culture shock and feel highly alienated for some time. Garner patience and understand that it will take time for ESL students to talk, as a silent period is highly expected. Smile and show support to your best ability.
3. Provide A Comfort Zone
Assess where the ESL student's abilities are in relation to basic survival skills and needs. Assign a friendly and welcoming buddy to assist with common school locations, requirements, and routines. If possible, keep an extra eye out during busy transition times to assure the student gets to the correct location. If possible, find someone in the school, another classmate, parent or volunteer that may speak the student's language. Connecting the student with someone who speaks his/her native language will provide a great deal of comfort.
4. Spotlight Respect For All Cultures
Reaffirm the message about being supportive of one another, kind, understanding and patient. Encourage everyone to openly talk about his or her personal culture, traditions, and languages. Have parties celebrating the different cultures in the class, sharing music, historical family photos, dances, games, food and traditions. Hold discussions about the history of America, immigration, and the value of diversity and differences. Encourage students to share their own stories of immigration, passed down from generation to generation.
5. Community
If parents and/or guardians do not speak English, request an interpreter if possible for all school communication, including parties, conferences and special events. Invite parents to all school community functions to encourage and foster a sense of belonging. If possible, introduce other students and/or families who speak the same language as the ESL student. Sharing cultural commonalities will provide strong bonds for students, parents, and teachers.
ESL Pedagogy, Methods, and Strategies
6. Assess Student Informally
Assess ESL students on an informal basis when they first arrive to class, and ongoing during the school year. It is imperative to primarily check for understanding in regard to basic and social needs. Pay attention from the sideline to see if they know numbers, letters, and/or short English phrases. Continuously check for comprehension and growth informally, make notes, and never be afraid to raise the bar and challenge a bit.
7. Don't Discourage Native Language Use
With all good intentions, this is a common mistake teachers can make. ESL students who have a stronger foundation of their native language will have a shorter route to acquiring English. Don't discourage native language use, as this will result in negative feelings about the student's language, culture, and may cause delay in English language acquisition. Provide free time for the ESL student to read and write in their native language.
8. Use Manipulatives, Visuals, Games, Music and Hands-On Activities in the Classroom
According to William Glaser, we learn 80% of what we experience, and 95% of what we teach others. ESL students do exceptionally well when this theory is followed. Involve them in projects that will encourage them to talk as much as possible with their classmates. Some ideas for projects are the following: cooking (following easy directions), art (drawing, painting, sculpture), musical activities (music provides an amazing platform for learning), and acting (for example, charades).
9. Provide Various Opportunities For Talking and Consider Seat Placement
It is very important to consider seat placement in the classroom for the ESL student. All too often, ESL students are seated in the back of the classroom, which leads to a great lack of contribution, listening, and participation. Try and seat the ESL student close to the front, especially with other students who are inviting and enjoy conversation. Provide the most opportunities as possible for talking and listening to others in the class via group work. You will be surprised how much shorter the silent period will end.
10. Communicate with the ESL teacher
Maintain communication with the ESL teacher as much as possible. The sooner both teachers are working together, the quicker the student will learn English. Be open to the ESL teacher's suggestions, let him/her share in the modification of classwork, and invite the ESL teacher into your classroom. If there is a concern, a question, or if you simply need some advice, don’t be afraid to ask for help. Build this open communication bridge together, as both teachers are there to support and help the ESL student succeed.
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