Entry 3: Interview with an ESL Teacher
For my third blog entry I
interviewed Stephanie Gomez, an eighth-grade science teacher at Lewis Middle
School (Aldine ISD). This is Ms. Gomez’s fifth year working with ESL students
and based on her interview it is evident she has gathered a significant amount
of knowledge including elements such as motivation, how L1 affects acquiring
L2, the impact of content, and much more.
Ms.
Gomez mentions that she takes the time to explain to her students why and how
learning English can work as a motivator. She explains that learning an
additional language allows them to be able to communicate with a wider range of
people, and further makes them an asset. She even mentions the fact that
learning an additional language will help them to get a job and provide more
opportunities. She also goes on to talk about how L1 can affect a student work
to acquire a L2. She states that in this category background knowledge plays a
significant role in helping students understand the new information they are
learning and make connections between their ideas and the two languages. Ortega
states, “In addition, knowledge of the L1 impacts on L2 acquisition subtly and selectively,
sometimes resulting in strikingly different negative and positive consequences
for different L1 backgrounds, at different stages of development or proficiency
and for different areas of the L2” (Ortega, 2013, pg 31). Ms. Gomez goes on to
discuss the impact of content on learning a second language. She explains that
working with ESL students can definitely be a challenge as you are not only
having to teach the content required by the state as you are for all of your
other students, but in addition you must ensure they are grasping the new
language and vocabulary that comes with it.
Ms.
Gomez had plenty of helpful and insightful information to share and I am
certain it will help me in the future!
Video link: https://youtu.be/QTWPU56ZgM4
Ortega, Lourdes. Second
Language Acquisition. London: Routledge, 2013. Print.
Hi Melissa.
ReplyDeleteWhile I think intrinsic motivation is important when learning a language, I also think it is great that Ms. Gomez clearly communicates with her students about why they should learn English. Ortega states, “…some degree of tension can help people invest extra effort and push themselves to perform better” (Ortega, 20133, pg. 202). By setting a clear objective, students know what to expect and what is expected of them.
Ms. Gomez tells us that she noticed how a student’s previous education can impact their L2 learning in the native L2 environment. I do not have as much experience as Ms. Gomez, but I currently have an ELL student who knows very little English and is progressing quite quickly. In math, I am able to observe that he has master the concepts just like his classmates. I believe this is because he was already introduced to the content that we have taught so far, and this has allowed him to not fall behind in the class.
Vivian,
DeleteMs. Gomez also goes on to mention the importance of environment in the process of acquiring a second language. Ortega states, “What matters in the linguistic environment is not simply ‘what’s out there’ physically or even socially surrounding learners, but rather what learners make of it, how they process (or not) the linguistic data and how they live and experience that environment” (Ortega, 2013, pg. 80). As the physical aspects of an environment are important, they are not nearly as significant as how a learner utilizes the environment. Like Ortega states, it what they make of it.
Ortega, Lourdes. Second Language Acquisition. London: Routledge, 2013. Print.
Hello Vivan, I also believe that intrinsic motivation is important. “Intrinsic motivation were reciprocally related in the California sample: ‘the more individuals wish to learn a language because it is interesting and enjoyable, and because the activity has value to them personally, the more they are likely to learn the language (Ortega, 2013, p177). Intrinsic motivation also creates a life long urge to learn, and as teachers that is a common goal of ours. As future teachers, we need to understand our students better in order to learn what would intrinsically motivate them Thanks for your interesting input.
DeleteOrtega, Lourdes. Second Language Acquisition. London: Routledge, 2013. Print.
Hello, Melissa. Ms. Gomez explained many of her experiences as an eighth grade science teacher. She decrypted her belief about the major determining factor of ELLs learning/language acquisition. She attributes students’ rates of acquisition to the formality and quality of their previous educational experiences, rather than language exposure or linguistic knowledge. According to Ortega (2009), “Onwuegbuzie et al. (1999) found that among 210 university students enrolled in foreign language courses in the US, anxiety levels were associated to low sense of self-worth and low perceptions of their own general academic ability” (p. 201). This perception and confidence in one’s own academic ability may influence their L2 learning and all learning affiliated with that L2. Ms. Gomez delved into some of the practices which her school has adopted. She now serves ELLs in ESL classes segregated by ESL classification: beginner, intermediate, high, advanced high, etc. She mentions that there are pros and cons to this form of scheduling/class organization. She can now administer a single level of instruction to students that is comprehensible to all students within the classroom. However, there is now a reduced amount of interaction students receive with others of a vast diversity of English proficiency levels. Ms. Gomez shares that these interactions with L2 speakers (English speakers) as well as her status as a Hispanic woman can have a positive effect on students’ self-perceived competence and communicative anxiety. With individuals of shared background, her background may allow her to better understand these students, diminishing their communicative anxiety. “The two traits of communicative anxiety and self-perceived competence, while stable, are shaped by past experiences through contacts with L2 speakers, and both contribute to the degree of L2 communicative confidence” (Ortega, 2009, p. 203).
ReplyDeleteAudrey Uraih
DeleteAudrey,
Ms. Gomez mentions multiple factors hat play a role in her classroom as an ESL teacher. Ortega states, “The affective variables of foreign language anxiety and communicative self-confidence are also considered key in predicting motivation…” (Ortega, 2013, pg. 173). As Ms. Gomez takes in various factors such as environment, motivation, affect, and more, she is ultimately reducing the amount of anxiety for her students and working towards increasing their confidence levels.
Ortega, Lourdes. Second Language Acquisition. London: Routledge, 2013. Print.
Hi Melissa,
ReplyDeleteI like how Ms. Gomez mentions that an ELL students previous education can impact their learnign of the L2. When ELL students are able to make connections and understand their L2 they can gain confidence to communicate in their L2. Ortega (2013) states, “An individual’s communicative confidence in the L2 greatly contributes to her or his WTC in the L2” (p. 202-203).
Ortega, Lourdes. Second Language Acquisition. London: Routledge, 2013. Print.
Hi Rachel,
DeleteTo add on to what you were saying, previous education is a large factor in L2 learning. The style and origin of your mother tongue can greatly influence how and if you can fully master the your L2. Ortega states that there are two main components that push or hold back students from achieving their L2 goal. Ortega names these two variables as anxiety and self-perceived competence. The first variable, anxiety, is determined by how relaxed or nervous s student could be when speaking the language. And, the other would have to be self-perceived competence. This is how competent or incompetent they feel about the language all together (Ortega p .203). I believe that these two variables can be changed due to personal experiences, social support, and different motivational factors.
Rachel,
DeleteIn the text Ortega states, “In sum, it has been well established that WTC in the L2 is largely predicted by L2 communicative confidence (which itself is predicted by anxiety and self-perceived competence) and to lesser but nevertheless considerable extent by L2 attitudes” (Ortega, 2013, pg. 204). Like Ms. Gomez mentions, previous education does impact connections and ultimately their WTC. In addition, anxiety and competence also play a large role.
Ortega, Lourdes. Second Language Acquisition. London: Routledge, 2013. Print.
This comment has been removed by the author.
ReplyDeleteHello Melissa,
ReplyDeleteI think it was great that the teacher you interviewed explained why learning English and a second language is beneficial for a person's life. She even goes into further detail to explain what parts of life can be benefited by learning a L2 when she explains the job opportunity aspect and communicating with other people. These are examples of extrinsic motivations because of the external rewards that can be gained through the use of the L2. Although external rewards are great, intrinsic motivation is better than the extrinsic and Ortega says that, "this quality of motivation is considered optimal because it has been experimentally shown to be consistently associated to higher levels of achievement." (Ortega, pg. 176) I think Ms. Gomez had a lot of great points and insights to share to us future teachers.
Ortega, Lourdes. Second Language Acquisition. London: Routledge, 2013. Print.