Hello All, This is my first blog entry ever! This is my last quater at CSUSB. I will be completing my M/M Sped Credential. I am a 26 year veteran teacher at RCOE Alt. Ed. Please share... Now let's see if I can import the log:
You are right that English learners, even specific individuals, exist in constant flux. I too have morphed in regards to English as many other close to me have. I have been considered by some to speak English with an accent and by others to be perfect. Who knew language ability could vary so greatly without it changing, but by context. That is what makes language so fascinating. It is for that reason that even in my early childhood I sought to learn other languages even under dire circumstances, although I didn’t understand how it would shape me. It is strange how decisions and circumstance can have such a marking effect.
A focus on the learner rather than the instructor is a current trend that makes a lot of sense. Learners, especially youngsters, are untapped pedagogical resources that are commonly overlooked. Another group of student that is commonly ignored are immigrant ELLs. Freire’s work makes particular emphasis on student-centered learning. Practices are still part of the equation its just that operate in conjunction with student interest, skills, and background.
Yes, imagining involves exploration. Exploration is at the base of most, if not all, learning activities. You mention some very appealing genres that will surely attract students. Imagination seems to appear at the wrong time, but that’s why we must find ways to harness it in ways that benefit our students.
CH13 Bob Perez makes a very true point that context defines language’s meaning and power. As educators we have the responsibility to model and procure a respect for others’ language use. Shared visions are difficult to produce or establish. Nevertheless, we must tread with great consideration for others and our own origins, the latter is especially of value because we tend to forget our place in the English language continuum.
You are right that English learners, even specific individuals, exist in constant flux. I too have morphed in regards to English as many other close to me have. I have been considered by some to speak English with an accent and by others to be perfect. Who knew language ability could vary so greatly without it changing, but by context. That is what makes language so fascinating. It is for that reason that even in my early childhood I sought to learn other languages even under dire circumstances, although I didn’t understand how it would shape me. It is strange how decisions and circumstance can have such a marking effect.
ReplyDeleteA focus on the learner rather than the instructor is a current trend that makes a lot of sense. Learners, especially youngsters, are untapped pedagogical resources that are commonly overlooked. Another group of student that is commonly ignored are immigrant ELLs. Freire’s work makes particular emphasis on student-centered learning. Practices are still part of the equation its just that operate in conjunction with student interest, skills, and background.
ReplyDeleteYes, imagining involves exploration. Exploration is at the base of most, if not all, learning activities. You mention some very appealing genres that will surely attract students. Imagination seems to appear at the wrong time, but that’s why we must find ways to harness it in ways that benefit our students.
ReplyDeleteCH13
ReplyDeleteBob Perez makes a very true point that context defines language’s meaning and power. As educators we have the responsibility to model and procure a respect for others’ language use. Shared visions are difficult to produce or establish. Nevertheless, we must tread with great consideration for others and our own origins, the latter is especially of value because we tend to forget our place in the English language continuum.