C&T 820 Teaching English as a Second Language (Online)
Amanda Williams
Final Reflection
5/15/2014
I completed C&T 820 with Dr. Hyesun Cho in Spring 2014 as an online component of my masters program. This course was recommended to me by my advisor, Heidi Hallman, because of my interest in linguistics and English education. I knew that the course focused on English language learners and the sociocultural context of teaching English as a Second Language within the general education classroom. Some of our objectives included understanding the nature of second language learning and how to support the learners, designing instruction that would benefit English learners, and to evaluate student learning and the results of our teaching. These objectives were met through a semester of reading theories and studies of language and creating content that could be taught and included in our portfolios.
Our primary textbook for this course was Strategies For Teaching English Learners by Lynne T. Díaz-Rico (2008, 2nd ed.). I found the strategies in the book to be helpful in understanding different ways of teaching diverse learners and including them and their families in my classroom. The additional readings and articles posted on Blackboard provided me with research and a deeper understanding of what was behind some of the recommended strategies.
As I look back through my discussion board postings and the work that I have completed for this course, I can see that my attitude toward English learners has shifted from sincere wishes to help them develop language skills to confidence that I can bring them into the environment of the classroom and make them feel welcome. My instruction planning has been upgraded to include language objectives and opportunities for practicing language production. I now know the importance of providing social interaction with native English speakers and of including the students' families and Funds of Knowledge into the school community. By differentiating certain content I am able to allow students to take ownership of their language development and make meaningful contribution to classroom activities, using English language skills along the way.
In the future I hope to take additional coursework on the subject of English as a Second Language, and I am extremely grateful for Dr. Cho's instruction. I have had English learners in every class I have ever taught at public schools, and I am sure to have many more in the future. I appreciate the way my confidence in reaching these learners has developed during this semester.
Final Reflection
5/15/2014
I completed C&T 820 with Dr. Hyesun Cho in Spring 2014 as an online component of my masters program. This course was recommended to me by my advisor, Heidi Hallman, because of my interest in linguistics and English education. I knew that the course focused on English language learners and the sociocultural context of teaching English as a Second Language within the general education classroom. Some of our objectives included understanding the nature of second language learning and how to support the learners, designing instruction that would benefit English learners, and to evaluate student learning and the results of our teaching. These objectives were met through a semester of reading theories and studies of language and creating content that could be taught and included in our portfolios.
Our primary textbook for this course was Strategies For Teaching English Learners by Lynne T. Díaz-Rico (2008, 2nd ed.). I found the strategies in the book to be helpful in understanding different ways of teaching diverse learners and including them and their families in my classroom. The additional readings and articles posted on Blackboard provided me with research and a deeper understanding of what was behind some of the recommended strategies.
As I look back through my discussion board postings and the work that I have completed for this course, I can see that my attitude toward English learners has shifted from sincere wishes to help them develop language skills to confidence that I can bring them into the environment of the classroom and make them feel welcome. My instruction planning has been upgraded to include language objectives and opportunities for practicing language production. I now know the importance of providing social interaction with native English speakers and of including the students' families and Funds of Knowledge into the school community. By differentiating certain content I am able to allow students to take ownership of their language development and make meaningful contribution to classroom activities, using English language skills along the way.
In the future I hope to take additional coursework on the subject of English as a Second Language, and I am extremely grateful for Dr. Cho's instruction. I have had English learners in every class I have ever taught at public schools, and I am sure to have many more in the future. I appreciate the way my confidence in reaching these learners has developed during this semester.