Blog entry #3
For Blog three I decided to interview a third-grade teacher, Mr. Belgrave. He is currently working as a Bilingual teacher at HISD. This is his first year teaching bilingual at a public school. Mr. Belgrave came to the United States to finish his career as in Education (EC-6) originally from, the Caribbean Island of Barbados. He had the opportunity to teach for a year in Columbia where he taught and practiced his Spanish while being there. Mr. Belgrave is now a fluent Spanish speaking and is able to communicate with his students and parents through their native language. This class consists of a 100% Hispanics students that are taught 60% in English and 40% in Spanish. Usually the content of reading, math is taught in English, but if needed to accommodate Mr. Belgrave allows the student to answer the problems, and write in Spanish. Even though, it is highly recommended for the students to write in English. As for Science and Social Studies, it is taught in Spanish for half of the day. His students are third graders, meaning the main focus is for the students to start leaving the ESL program and be able to be in a regular all English class by the time they get to fourth grade. This is a strategy that allows the teacher to accommodate and use the resources that are in his hand to provide an effective learning environment “Teacher may provide a lesson in home language and then teach English, allowing groups of students to discuss in their home language a story they read in English” ( Wright, 2015, pg. 59). Mr. Belgrave has supported the students with transferring and rearranging his lesson to accommodate the students need in order to achieve success in both languages “ Effective teachers recognize and value vast store of knowledge students have in their first language and provides instructions to draw on the knowledge” ( Wright, 2015,pg.55). One of the most interesting thing that Mr. Belgrave suggested to future educators that will teach Bilingual, ELL’s students is patients. I believe that entering the teaching career being patient is something that it should come naturally even with students that are in a regular English class. As for a first-year bilingual teacher in a public school, Mr. Belgrave has one challenged that he has faced. That is being able to provide more for his students allowing them to come out and incorporate more English for the students that struggle a bit more than others to make a transition.
Wright,
W.E. (2015). Foundations for Teaching English Language Learners: Research,
Theory, Policy, and Practice. Philadelphia, PA: Caslon, Publishing. Second
Edition.
Hello Luz Alonzo,
ReplyDeleteI really learned a lot about bilingual teachers from your interview with Mr. Belgrave. Mr. Belgrave explained how he has a system when teaching English in his classroom. He said his classroom consists of 60% English and 40% Spanish. However, he tries to accommodate to his student needs because some students might need help in English more than Spanish or vice versa. According to Wright (2015), “teachers who look at language teaching and learning from a dynamic perspective see translanguaging as an integral part of the perfectly natural and normal ways bilinguals use their languages in their everyday life” (p. 59). Also, Mr. Belgrave explained how he uses both English and Spanish to communicate with the parents. He explained how he accommodate the language his speaks in order to communicate to parents proficiency. According to Wright (2015), “the easiest way to accommodate the language needs of parents is to hire administrators, teachers, secretaries, community liaisons, and paraprofessionals who can speak the languages spoken by parents” (p. 314).
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hello Carla,
DeleteThank you for your comment! You pointed out really amazing points from my interview which I appreciate. Mr. Belgrave in his first year of a bilingual teacher he has made sure to be able to communicate with his students as well as parents. As you mentioned he accommodates based on their needs of each student whether he needs additional instructions to be taught in Spanish or in English for most of his students. Mr. Belgrave makes great accommodation with his students and their parents this allows both parents and teachers to work with the students at home as well as for the teacher in school “The easiest way to accommodate the language needs of parents is to hire administrators, teachers, secretaries, community liaisons, and paraprofessionals who can speak the language spoken by parents” (Wright, 2015, pg.314). This allows the student to gain support from both parts and be able to succeed academically. That is why I believe it's important to be able to learn more than one language and be willing to communicate in both languages proficiently when needed.
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hey Carla!
ReplyDeleteI really enjoyed watching your blog! It was so interesting to hear some of the experiences of Mr. Belgrave. You asked him about what he would change for next year and he responded that he would use more manipulatives in the classroom. According to Wright(2015), "...manipulatives help ELLs understand concepts that they might not fully grasp if they were only to hear them explained or see them in print. They allow ELLs to demonstrate what they know without having to rely only on words, spoken or written" (p.273). So I think that the use of manipulatives in his classroom would definitely help out students who need concrete visuals to demonstrate their knowledge and skills. Another thing I found it interesting when Mr. Belgrave was talking about the different kinds of ELLs in his classroom. It seems like he has a wide variety of ELLs in his class just like Wright(2015) says that "labels are meant to help teachers understand the diversity of ELLs and implication for instruction. This section explores several sociocultural factors, including the diversity of ELLs that teachers are likely to find in their schools"(p.8). Mr. Belgrave has students who know very little English and others who are more advanced. This holds true to many classrooms in the United States and especially in the Houston area. We need to be prepared as future teachers to help a diverse classroom.
Wright, W.E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, Publishing. Second Edition.
Hello Ana,
DeleteThank you for your time to watch my video. I agree with your comment Mr. Belgrave incorporates manipulatives and use visuals that allow him to be able to fulfill each individual in his classroom. He also, mentioned that he would want to incorporate more manipulates which I believe are the best resources that any student can be best taught in using manipulatives is a great way to get the lesson best taught “Manipulatives help ELLs understand concepts that they might not fully grasp if they were only to hear them explained or see them in print” (Wright, 2015, pg. 273). I agree that this is the reality in the United States and as future teachers, we should be able to understand and be able to accommodate the students based on their needs. It is our responsibility as educators to be able to understand their struggle and be able to do what is best for them. Thank you, Ana, for your comment.
Wright, W.E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, Publishing. Second Edition.
Hey Luz!
DeleteI totally agree with you about the importance of manipulatives to help ELLs. In fact, Wright(2015) talks about several measures that could be used in order to help students with the content such as, "...outlining, using graphic organizers, rewriting text in simplified English, and reading it aloud with students, pausing to paraphrase, explain or provide examples to help ELLs understand the meaning (p.267)".
Wright, Wayne. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, 2015. Print. Second Edition.
Hi Luz, thank you for your interview with Mr. Belgrave. I think that it is great that the school has text books for the students in both English and Spanish (at least that is how I understood it). I am guessing that depending on the assignment, the language may differ. Mr. Belgrave stated that he may explain an assignment in Spanish so that the students may understand what it is they are meant to do. “Bilingual education programs that reflect a holistic bilingual perspective bring the two languages together in intentional and strategic ways” (Wright, 2015, pg 59).
ReplyDeleteWhen Mr. Belgrave states that he has a mixed class, is he meaning that there are students who have different first languages, or that it is a class of ELLs with fluent English speakers. It seemed like that when he was describing the new student he has that has improved in their English speaking now that the class is mixed.
Crystal M.
Hello Crystal,
DeleteThank you for your comment! I agree they really do have the fortune to have books that are in Spanish and in English. Many of the students in Mr. Belgrave class have a different level of English level proficiency. It is in Mr. Belgrave hands to accommodate the students that best benefits their learnings in a way that they have an equal opportunity as the students that are more proficiency in English. It is important to be able to accommodate the students in your classroom because as Mr. Belgrave has students with different level of English. Many of the classrooms in the future will have students that speak at least more than one language. As a future educator, I would want to be able to accommodate my students with the correct resources that are needed for them to have the best learning experience.
Thank you for your comment!
Wright, W.E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, Publishing. Second Edition.
Hi Luz,
DeleteI have a question about how Mr. Belgrave conducts his class, which may seem foolish. How does he sort his reading groups, and does he alternate between Spanish and English texts, or does he focus on English? I am asking this because, I myself do not remember having reading groups even at the third-grade level. I know the school that I am at has reading groups, but I do not know how other districts work these sorts of things. I would think that it would be good for the students that need it, to be able to read a book first in Spanish and then in its English version, or would you think that this would be a bit repetitive. In a way it loosely reminds me of a method I heard of called preview, view and review.
C. Menjivar
Hey Luz! I really enjoyed your video and your post. I love hearing about other people's stories and the experiences that they have had. I believe a person can learn many valuable things about others' stories. It must be extremely insightful to hear how he designs and accommodates lessons to help students make their transitions in acquire a second language. You mentioned that he allows his students to interact and communicate in English and Spanish, so they feel comfortable. According to Wright “interaction is crucial for second language acquisition and the most important and beneficial listening and speaking skills come from interaction with their teacher and fellow ELL’s” (Wright, 2010, p. 157). By allowing his students to communicate in both languages and support their best learning needs, he is helping the students make meaningful connections.
ReplyDeleteThis comment has been removed by the author.
DeleteHello Anna,
DeleteThank you for taking your time to watch my video! Hearing other bilingual teachers really does give you an insight of what happens in a typical bilingual classroom. I enjoyed hearing Mr. Belgrave stories and the way that he accommodates his students based on their needs. I agree with you Anna, interactions are crucial because it allows the students to communicate with one another in the language that they understand the best. The support from peers has a huge impact on the young children’s mind, the connection that is developed is just amazing. “Interactions is crucial for second language acquisition and the most important and beneficial listening and speaking skills come from interactions with their teacher and fellow ELL’s” (Wright, 2015, pg. 157). I personally learned best when I would interact with my peers and be able to understand the way they think and create a connection that allows me to also understand the lesson.
Thank you, Anna, for your comment!
Wright, W.E. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia, PA: Caslon, Publishing. Second Edition.
Hello Luz!
ReplyDeleteI really enjoyed your interview with Mr. Belgave especially similar to my teacher Ms. Reyes, he is a first year bilingual teacher! So you really do get a lot of insight on what strategies they use because they do come with a fresher non-traditional mindset! I strongly believe in parent communication to help their child have a successful English learning experience. Just because the parent might not know English, the parent will always want what is best for their child and the parent could also push their child to strive for their best and feel motivated. I’m glad that he also has a class with different levels of students to fit different criterions of the students developing needs. Thank you for sharing your video with us!