Jackson Leung
For my inquiry project, I wrote a paper on English-Only policies and their alternatives. My research has led me to interesting findings, as much of the articles I have looked at appear to detract from English-Only policies. However, despite the research, English-Only policies are still prevalent in many institutions and schools. In fact, with recent developments in California and Arizona, it appears that schools are shifting TOWARDS English-only policies, regardless of what the research may say, and regardless of the results produced by the current system (54% of ELL students experience failure and early-school leaving).
There has been much research on the topic, branching out in many different directions, and there is no definitive answer as to what the "correct" method should be. Because of this, the paper I will be writing will not seek to take a stance on the issue, but rather to present different perspectives as well as different proposed solutions (English-only policies, bilingual education, immersion programs, etc.), whereupon the reader will have the opportunity to make a decision for themselves where they stand on the issue.
For my inquiry project, I wrote a paper on English-Only policies and their alternatives. My research has led me to interesting findings, as much of the articles I have looked at appear to detract from English-Only policies. However, despite the research, English-Only policies are still prevalent in many institutions and schools. In fact, with recent developments in California and Arizona, it appears that schools are shifting TOWARDS English-only policies, regardless of what the research may say, and regardless of the results produced by the current system (54% of ELL students experience failure and early-school leaving).
There has been much research on the topic, branching out in many different directions, and there is no definitive answer as to what the "correct" method should be. Because of this, the paper I will be writing will not seek to take a stance on the issue, but rather to present different perspectives as well as different proposed solutions (English-only policies, bilingual education, immersion programs, etc.), whereupon the reader will have the opportunity to make a decision for themselves where they stand on the issue.
Rachel Lim
The B.C. Ministry of Education sets the curriculum for students in grades K to 12 through the provincial curriculum. While most subjects have detailed Prescribed Learning Outcomes, ESL/ELL do not. As an ELL/ESL specialist, I am curious as to the reasons for not having a unified PLOs for English Language Learners. Certainly, there are merits and disadvantages of having a set standard for students when it comes to language learning subjects due to different levels, ages, and abilities of students in given classrooms. I borrowed the title “Room for Debate” from The New York Times website. I have decided to present my inquiry project as a form of an online debate by posting articles on perspectives from different sides, definitions of terms, and comparisons of current curriculum.
The B.C. Ministry of Education sets the curriculum for students in grades K to 12 through the provincial curriculum. While most subjects have detailed Prescribed Learning Outcomes, ESL/ELL do not. As an ELL/ESL specialist, I am curious as to the reasons for not having a unified PLOs for English Language Learners. Certainly, there are merits and disadvantages of having a set standard for students when it comes to language learning subjects due to different levels, ages, and abilities of students in given classrooms. I borrowed the title “Room for Debate” from The New York Times website. I have decided to present my inquiry project as a form of an online debate by posting articles on perspectives from different sides, definitions of terms, and comparisons of current curriculum.
Jenny Kuan
Even though there is no precise definition for learning disabilities, it generally refers to students’ inability to perform well after many years of instruction. Since the problems are not always outwardly visible, in ELL classrooms, the problem is comparatively more complex as the aspect of language acquisition is added into the learning process. As a result, there is an issue in the over-representation in special needs program, as well as the lack of specialists and appropriate assessment methods for the students who do require additional assistance in the classrooms. My project will identify the process of learning English for ELL students as well as the difficulties that ELL students encounter. The purpose is to find the overlap between learning disabilities and the usual troubles of language acquisition. I am hoping to distribute the results through the form of a poster that can be easily accessible and understood for both ESL teachers and students.
Even though there is no precise definition for learning disabilities, it generally refers to students’ inability to perform well after many years of instruction. Since the problems are not always outwardly visible, in ELL classrooms, the problem is comparatively more complex as the aspect of language acquisition is added into the learning process. As a result, there is an issue in the over-representation in special needs program, as well as the lack of specialists and appropriate assessment methods for the students who do require additional assistance in the classrooms. My project will identify the process of learning English for ELL students as well as the difficulties that ELL students encounter. The purpose is to find the overlap between learning disabilities and the usual troubles of language acquisition. I am hoping to distribute the results through the form of a poster that can be easily accessible and understood for both ESL teachers and students.
Kelly Lui
I have created a graphic novel, presenting an experience that an immigrant student may have undergone. The graphic novel begins with a picture that symbolizes a new beginning, which can be seen as the honeymoon period, the first stage of culture shock (Helmer, p. 16). When students first arrive, they may feel optimistic and excited for a new and better life. They look forward to the future, to the new environment. However, very soon, the protagonist of my graphic novel is struck by the fact that she is enrolled into ESL classes. She tries to negotiate with the administrator about this identity, but she fails. She tries to get rid of this identity by getting out of the ESL program as soon as possible because she knows the negative implications that associate with it. Can she fully get rid of the ESL label? Does such label make an impact on her? Read it and find out!
I have created a graphic novel, presenting an experience that an immigrant student may have undergone. The graphic novel begins with a picture that symbolizes a new beginning, which can be seen as the honeymoon period, the first stage of culture shock (Helmer, p. 16). When students first arrive, they may feel optimistic and excited for a new and better life. They look forward to the future, to the new environment. However, very soon, the protagonist of my graphic novel is struck by the fact that she is enrolled into ESL classes. She tries to negotiate with the administrator about this identity, but she fails. She tries to get rid of this identity by getting out of the ESL program as soon as possible because she knows the negative implications that associate with it. Can she fully get rid of the ESL label? Does such label make an impact on her? Read it and find out!
Sandy Shen
In recent years, discussions around computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) have proliferated in academic journals for additional language acquisition. The idea for this project originated in a visit to an ESL literacy class at Sir Charles Tupper Secondary School. In the computer lab, the teacher had students work on their reading skills through Raz-Kids, a web-based reading program that features online audiobooks on a variety of subjects. This project does not focus on whether technologies should be implemented in the ELL classroom, but rather on exploring the theories behind the technologies that ELL teachers choose to integrate into the learning process. This 15-minute radio talk show features a heated conversation between two experienced ELL teachers who differ in their views on educational technologies in the ELL classroom. As the debate unfolds, you will notice that the teacher’s teaching philosophy and beliefs about his or her own assessment of student learning, accommodating different students’ learning needs, collaborative learning, and individual learning will influence the teacher’s decisions to integrate technologies into the classroom.
In recent years, discussions around computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) have proliferated in academic journals for additional language acquisition. The idea for this project originated in a visit to an ESL literacy class at Sir Charles Tupper Secondary School. In the computer lab, the teacher had students work on their reading skills through Raz-Kids, a web-based reading program that features online audiobooks on a variety of subjects. This project does not focus on whether technologies should be implemented in the ELL classroom, but rather on exploring the theories behind the technologies that ELL teachers choose to integrate into the learning process. This 15-minute radio talk show features a heated conversation between two experienced ELL teachers who differ in their views on educational technologies in the ELL classroom. As the debate unfolds, you will notice that the teacher’s teaching philosophy and beliefs about his or her own assessment of student learning, accommodating different students’ learning needs, collaborative learning, and individual learning will influence the teacher’s decisions to integrate technologies into the classroom.
Katy Liang
This project serves to provide a glimpse of some of the cultural issues that ESL students encounter on a day to day basis, namely, culture shock, discrimination and segregation between “ESL culture” and the “mainstream culture”, and even discrimination among ESL subcultures. In my research thus far, it appears that there is a lack of integration between language and culture in ESL instruction and curriculum, although many would agree that culture is fundamental to language learning. Culture encompasses all aspects of life, and for students who are new to a culture, it means experiencing a different school culture, classroom culture and popular culture. Drawing on research findings, I am constructing a digital picture book in Photo Creations that attempts to use dialogue to resolve and minimize misunderstandings of cultures and also close the gap between cultures. Since “a picture is worth a thousand words”, I hope the picture book format will be able to capture some of the situations ESL students face with regards to culture, and how an ESL teacher might address cultural issues in the classroom using dialogue.
This project serves to provide a glimpse of some of the cultural issues that ESL students encounter on a day to day basis, namely, culture shock, discrimination and segregation between “ESL culture” and the “mainstream culture”, and even discrimination among ESL subcultures. In my research thus far, it appears that there is a lack of integration between language and culture in ESL instruction and curriculum, although many would agree that culture is fundamental to language learning. Culture encompasses all aspects of life, and for students who are new to a culture, it means experiencing a different school culture, classroom culture and popular culture. Drawing on research findings, I am constructing a digital picture book in Photo Creations that attempts to use dialogue to resolve and minimize misunderstandings of cultures and also close the gap between cultures. Since “a picture is worth a thousand words”, I hope the picture book format will be able to capture some of the situations ESL students face with regards to culture, and how an ESL teacher might address cultural issues in the classroom using dialogue.