Back to School

Originally uploaded by Danarah

Welcome back to school, teachers and students! With all of this fall’s discussion about Bellevue School District’s Curriculum Web, we wanted to take a look at how curricula are created for our local ELL classes.

We hear from teachers in our ELL Endorsement program all the time about the curricula their districts expect them to teach. They run the gamut from pre-prepared lesson plans to a list of texts they must use for developing a program to a lack of any formal guidance. These differences can mean major issues for the districts. What happens when a student must move frequently from one school to another within the district? Will s/he transition more or less seamlessly into a new ELL classroom? Or are the differences between classes too great to bridge the learning gap?

Yet another reason why it’s so important that teachers, who are charged with bringing cohesion to their classrooms, have a clear understanding of the principles underlying how their students learn in order to best create a class that serves these students’ needs (even if the teacher is working with a curriculum set-in-stone by the district). In the Washington Academy of Languages TESL program, we are always concerned with these priorities and encourage our teachers to think holistically about the best way to manage a district’s demands with their own knowledge of best practices.

What do you think? Are you an ELL teacher with thoughts about curricula? Please leave your thoughts in the comments.

The Force of Silence

Originally uploaded by amaroak – quite a life

Our mission at WAL is to facilitate cross-cultural communication. But is all communication achieved through speech? No, people communicate through silence as well as spoken language. It is a way to express oneself non-verbally and it can be very powerful.

Different cultures understand silence in different ways. In Western and Middle Eastern cultures, people tend to be uncomfortable with longer silences and may even view extended silence as asocial or anti-social.

Contrarily, in many eastern and Native American cultures, longer silences are the norm and carry positive connotations of respectfulness, discretion or truthfulness. Negative connotations such as embarrassment or defiance are also possible. I once had a Japanese student who found her employer to be demeaning. At the time, she could not quit work, so she handled the situation by refusing to speak at all until she was able to leave the job six months later.

While a Westerner starts to feel discomfort after 6 or 7 seconds of silence, a Japanese speaker may be quite comfortable after 20 seconds. As a result, the length of silent periods may cause someone outside of the culture to misinterpret what is occurring. For example, a Western teacher may infer that their Asian student doesn’t know the answer or is not willing to speak. A Japanese speaker, on the other hand, may find a western speaker rude or foolish when they jump into commenting without much pause.

Silence can speak volumes, so they say…

Close up of The Thinker

Originally uploaded by marttj

What have I learned about second language acquisition?

1. That it is systematic, rule-governed and yet it is a creative process of discovery.
2. It involves acting on received language input by trying to make responses and by making plenty of mistakes in the new language.
3. It involves interacting with others and using language as a tool for differing purposes.
4. Learning is accomplished by people with different personalities and different learning styles.
5. It takes time.

A classroom should be a rich environment providing for a variety of experiences. Each learner has to be encouraged to use his/her languages in new ways. Each student needs to speak with peers and instructors should recognize and respect individual differences.

The learner must take risks. Risk taking is essential in second language learning. It can be a little scary but risk taking was the way each of us acquired our first language. Social interaction and cultural understandings are essential to learning a language as well. Learning a language is a wonderful mind altering experience which lasts much longer than any artificial mind altering experience.

At WAL we accommodate diverse learning styles within the context of our semi-intensive language program.