"The Bridge of Knowledge," emphasized the importance of tapping into prior knowledge in order to reveal what may be already known. I believe that many times teachers may not realize that on top of students having to learn a completely new language, they have to also adapt to a completely new culture. Utilization of students' prior knowledge can help close this cultural and literacy gap. As a future educator, I plan on recognizing the difference in culture and doing all that I can to make the student feel comfortable and make the transition as soon as possible. Prior knowledge can allow me to do this while simultaneously addressing literacy needs. I believe that the students culture can be used a teaching tool, and would be an effective way to get a point across. "Teachers who recognize English language learners' prior language as an intellectual resource can use that wealth."
This article also provided me with key ideas and tips for working with ELL students. These include using resources to translate words in order to be able to better communicate with ELL students and grouping students based on interests and cultural similarities. Additionally, there are so many different ways that I can tap into ELLs prior language. Strategies such as KWL charts can be a great asset, and I plan to do this in the future.
The article, "Second Language Learners," had many important points. The quote, "Ideally, the learning dynamic between teachers and their students is a reciprocal one, wherein students learn from teachers and teachers learn from students." Over my internship period, I have learned how much teachers also learn from students. Learning should be like a double sided mirror between the teacher and the student, and it should be mutually beneficial. This article showed me just how much teachers can learn from ELL students. ELL students can widen teachers' perspectives of the world, and broaden teachers' knowledge and worldwide events. "The stories of second language learners can influence teacher learning by sharpening the reality of current events and expanding understanding of today's world." It's lovely to know that while a teacher is helping an ELL student learn English, the student is helping the teacher become more cultured and knowledgable. This reciprocal learning is an opportunity that should not be wasted.
Dong Y. (2013, 2014). “The Bridge of Knowledge”. Educational Leadership. Pp. 30-36.
Tindall E, Nisbet D. (2004). “Second Language Learners: Wellsprings of learning for teachers”. Kappa Delta Pi Record. Vol. 40, 4. Pp. 170-174.
This article also provided me with key ideas and tips for working with ELL students. These include using resources to translate words in order to be able to better communicate with ELL students and grouping students based on interests and cultural similarities. Additionally, there are so many different ways that I can tap into ELLs prior language. Strategies such as KWL charts can be a great asset, and I plan to do this in the future.
The article, "Second Language Learners," had many important points. The quote, "Ideally, the learning dynamic between teachers and their students is a reciprocal one, wherein students learn from teachers and teachers learn from students." Over my internship period, I have learned how much teachers also learn from students. Learning should be like a double sided mirror between the teacher and the student, and it should be mutually beneficial. This article showed me just how much teachers can learn from ELL students. ELL students can widen teachers' perspectives of the world, and broaden teachers' knowledge and worldwide events. "The stories of second language learners can influence teacher learning by sharpening the reality of current events and expanding understanding of today's world." It's lovely to know that while a teacher is helping an ELL student learn English, the student is helping the teacher become more cultured and knowledgable. This reciprocal learning is an opportunity that should not be wasted.
Dong Y. (2013, 2014). “The Bridge of Knowledge”. Educational Leadership. Pp. 30-36.
Tindall E, Nisbet D. (2004). “Second Language Learners: Wellsprings of learning for teachers”. Kappa Delta Pi Record. Vol. 40, 4. Pp. 170-174.