Week 2 - Peer Mentor Question

Q. How can we include multicultural voices in our classrooms, and how might we reflect this in our grammar instruction?

Immediately, in reading this question, I am drawn to seperate the two themes: Multicultural voices and grammar. In order to do the question justice I will tackle each part seperately and then settle on a middle-ground.

In order to include multicultural voices in our classrooms we first need to create/establish an environment where children/students feel comfortable and safe. Especially in the US, where it has been drawn to my attention that racism and homophobia are still VERY apparent! i.e. Many citizens are unwilling to accept (or even try to accept) such 'touchy' topics, and when they do they can be/are hostile and aggressive.

Multicultural voices, to me, covers every 'difference' in every peron/community/culture that that sets us appart from one another, it what makes us unique and should be celebrated NOT condoned. In respects to the question I would suggest, once children know they are safe and feel comfortable, they shoud be given the opportunity to explore/vocalise their cultural voice...whether it be their native language/mother-tongue, talk about their religious beliefs, about their home country/where they originated from, their sexual orientation, their passions and hopes for their future etc...whatever thier cultural voice is it should be explored!

I believe identity is something to be cherished and protected, everyone should be proud of thier identity and what it means to them as a person. Most of us are very quick to defend our identity and we understand that it should not be questioned...some people don't have that luxury...take for example the Native Americans (Indian tribes) who have been opressed and abused, and have not been able to celebrate their culture and ancestry in the public eye. In the classroom we need to take control as educational leaders and set an example of being respectful of differences in any way, shape or form.

As for Grammar, we have been looking at Ebonics in 'Language in the classroom', and how it is been/is viewed by the predominantly white middle-class education system. In the past Ebonics was viewed as a language for 'idiots'...a language that did not pay attention to 'proper' spelling, punctuation and grammer...a language of the 'black african american people'. In my opinion Ebonics (eg. wha'tcha doin' back there missy?) is an expressive language stemming from and modifiying typical English American language. Aslong as children are taught the culturally accepted grammatical rules so they can apply this academically to develop in their literacy learning etc...I believe expressions/differences in grammar from county-to-country, culture-to-culture can be explored and acknowledged in positive environment.

Making Writing Fun - First study group post

Q. How can we as teachers create an environment where children want to write?

As teachers, we constantly strive to make learning fun. Writing is viewed differently by each learner. Some people love to write and will find any excuse to do so...even from an early age children are compelled to make marks. For those children who do not enjoy writing, we as teachers need a bank of ideas to use to get them engaged and motivated.

At the end of my fourth year I have to create a Curriculum Strategy (CS) based upon research in the classroom. One possible question I would like to explore is 'Can we enhance boys writing through the use of drama?'. I have chosen to focus on Boys in particular because the 'norm' tells us that it is mainly boys who are disengaged by writing activities. This is therefore a good opportunity for me to brainstorm some ideas, ahead of my CS.

Personally I like to make all of my lessons fun and engaging. In order to create an environment where children want to learn I would try to bring the page to life. Take for example Writing a Recount. First of all I would start with the text (e.g. The three little pigs) and I would read it with the class in such a way that the children are part of the story. You could develop this even further by using images, 'feely bags', props, outfits, drama activities...etc.

Then we would discuss what a Recount consists of, and get the children to remember as much information as possible from the story...let them choose how they would record this initial information (this means the children can be as creative as they want). 'Feely bags' are an amazing way to stimulate childrens imagination...especially boys...who can sometimes need physical objects/props to help them remember, also 'show and cover games' where you have to remember as many objects from a tray before they get covered over.

Once children have recapped/recounted the story and they are fully aware of the properties of writing a recount, we would begin to write out own recounts with modelled help from the teacher. This recapping may be better in groups as to create a ZPD for children to learn socially from each other...this is providing particular support for those who find writing a chore...and there is less pressure to perform - we want writing to be pleasurable (or atleast bareable) if we are trying to create a positive environment.

To bring this recount to life we could make it more of a 'Eye witness testimony' or a 'statement' for the piggy police...who are trying to catch this horrible nasty wolf. Lots of boys/children love adventure and crime and anything that seems 'grown up'. They are more likely to enjoy telling the Police what they can remember from the 'creime scene', than to tell their teacher.

T.I.R (teacher in role) is also another great way to bring reading and writing activities to life! I remember using this technique whilst teaching about the BFG in a Narrative Unit in Year 2. The children loved it, and couldnt wait to write their own story.

That is just one idea, but in general my view is that you need to bring the page to life and be as creative as possible to motivate children to write.

Minority and Majority Languages in school

Q. How do schools in my area respond to the minority cultures and languages? How could this be improved?

I have had three school placements/experiences so far on my Degree programme. All of which have differed greatly in respects to place, size, the children, the staff, the ethos, the atomosphere and their approach to different topics.

In my first year at University I worked in a school within a large town. The catchment area was made up of many different races...and this was reflected in each class. Within each class there would be a range of lanugages spoken, but predominantly it was an English speaking environment.

In my second year I worked in a very small village school, which consisted of mainly same-family generations. Here, the majority of the school was white-middle class.

In my third year I was lucky enough to work in a greatly diverse environment; where many different cultures, languages and abilities were included. Over 35% of the school was made up of children with Special Education Needs (SENs)...and this greatly affected their deliverance of the curriculum, the morals/values and beliefs established, and their approach to including and celebrating every diverse need/quality.

In my experience, class teachers can sometimes be scared of languages that are not their mother-tongue being used in the classroom, as they do not understand what is being talked about. For me, I believe all lanugages (of a minority or a majority) should be celebrated and included in the classroom, whilst developing the majority language as a base/common ground. If you have a child who speaks fluent Spanish...then you could use this to your advantage...by using their expertise to develop your own and the other children's understanding of this language. You could ask their parents to come into the class and give us short lessons in the basics of speaking spanish...or the teacher could print out vocabulary and place it around the class. Particularly in the Early Years and Lower Key Stage (ks1), the teacher could print off: rules, days of the week, numbers, Objectives and vocabulary in each of the languages in her/his class as a means of support for the children who are learning another language.

In schools I have seen:

• a teacher take the register in another language to help a new child understand that routine,
• a particular religion to be celebrated as requested by a child,
• basic vocabulary in english and other languages displayed in class,
• the basics of spanish, french and german being leaned in class to help children socialise with EAL children,
• Bilingual books...story books written in two or more languages alongside each other,
• PSHCE - How would you feel if....lessons. Trying to help monolingual children to understand what it is like to be a learner of english.

EAL (English as an Additional Language) is a huge part of education at the moment...at University we are always talking about how to help these children, and how to include them more effectively into the classroom (Push-in). This is called Inclusion, and it covers any type diversity. In working with the participants on this course I have come to apprectiate how difficult it is for those who speak English as a second or third or fourth language etc to communicate and learn in an academic setting where English is the dominant language...and I believe this experience (and the observatiosn I am making) is going to make me a better teacher...and more able to deal with EAL children in my class in the future!

Initial Introduction

Well Hello there! My name is Beth and I was lucky enough to win a place on the Pathways Programme provided by Eastern Washington University in Cheney!

Cheney is a small university town (apparently) with a beautiful university campus. I will be taking lectures/modules in Technology, Teaching in America, American Educational Policy and Language in the classroom. All of these modules are very interesting and compliment my undergraduate studies back in the UK.

In the UK I study at York St John University (York) and I love it! I love that it is a small, initimate university where everyone knows each other...and I love the life-long friends I have made there.

Most importantly I love my Degree, I am training to be an Upper Primary Teacher (ages 5- 11) with a Specialism in English Lanugage and Literature. I enjoy all aspects of my course and have an amazing set of Module Tutors to work with.

On Saturday 18th July 2009 I made my 16 hour long journey to Washington State...all alone...as my travelling partner from the UK (Scotland) was unwell. It was scary but I got here safe and that is all that matters. Even on my flight I met some wonderful people and I am pleased to say I made my first 'contact' as a prospective teacher.

The other participanst on this course: Niko, Zeynep, Verena, Amin, Charlotte, Juan, Fran, Ciler, Nana, Anne and Yasmina; are all amazing people, and I am already learning a lot about their languages, culture and their wonderfully diverse personalities and life expericences. That is, for me, the best part of this course, by far! :-)

The Peer mentors such as Jennifer, Amanda, Sujin, Pedro and Andrea are a huge help in keeping us safe and making sure we are enjoying our time here. EWU chose a great bunch of people there! And no doubt we will also become good friends too.

Basically, I want some of these blogs to generally record my week-to-week experiences and the cultural activites that I enjoy. As for my studies...well you can track them on here also...atleast those relating to Lanugage in the Classroom and possibly Using Technilogy to enhace learning. The rest I will be recording in my Journal and my workbook.

ENJOY! :-)

BICS & CALP Homework - Monday 20th July 2009

Q. Describe your own language learning experience and knowledge using the terms of BICS and CALP.

As a UK citizen I speak only one language fluently and this is my mother tongue - English. I am competent to use my language in BICS (socially) and CALP (academically). My CALP vocabulary/word bank has increased dramatically through interaction and discussions within University lectures where the type of language used is more advanced than my social dialogue; and will continue to develop and expand throughout my educated life.

At secondary school I learned French (Francais) for 5 years and now only remember the very basics: Hello - Bonjour, How are you? - Ca va?, I would like- Je voudrais etc...
I could converse socially (BICS) to an extent, but would struggle to converse in an academic setting (CALP) due to the advanced level of language used.

In my third year at University I learned British Sign Language for Beginners. I am now able to hold a conversation in Sign Language, but have had little experience in doing so...and thus have not been able to apply my theoretical knowledge in a practical context. I am thus unaware if I could use this new in terms of CALP. Personally, I believe I would not be able to hold an academic conversation in Sign Language (CALP) because I have not had chance to develop my skills.

As part of the Pathways programme I have come to realise how difficult it is for people learning English as a second/additional language to apply their knowledge in an academic context (CALP). I have been working with people from Spain, Germany and France, and between them they speak many languages. In a social context/activity they are confident and competent to hold a lengthy conversation about numerous topics, but within the classroom it has been difficult for them to express themselves effectively. At which point they have turned to me for help in translating. This has helped me to understand and differentiate between BICS and CALP because without this 'real life' experience here in America, I may have found it difficult to imagine what it is like to speak more than one language, because I cannot do so myself! I am looking forward to see how these language learners develop over the next five weeks, and how I develop myself.