Page 230 (Collier)
“One kind of code-switch is conversational, which can be a signal ‘that the students feel a common bond among themselves and a teacher’. To allow the child to express himself/herself can motivate the student, which encourages learning.”
I never thought of a student switching their language as code switching, instead I saw it as a student speaking broken English. This made me really think about judgments I have made on ESL speakers. I also thought how unintelligent they may sound but in reality they are really “learning” the language. I have never had the experience where my students code switch in the classroom.
Page 35 (Rodriguez)
“. . . the clash of two worlds, the faces and voices of school intruding upon the familiar setting of home.” (of course I had the same as Jill)
This really made me think about how separate the school life is from their home life. The comfort Richard had when he was home, versus how uncomfortable or silenced he felt in school. This first hand experience was very moving. It was so sad to see how the dynamics of the family changed because they wanted to teach their children English. I understand, in the eyes of the parents, how important it was for their children to learn the dominant language, but to lose their culture was very sad.
This really made me think about the ESL program at our school. I believe it is the pull-out method. Students are in ESL for a maximum of three periods a day. There is one ESL teacher, who does not speak the language of all his students. How much can he be helping them? I have a student from China and I know Mr. P does NOT speak Chinese. So how does he help him?
I got a new student yesterday, directly from Cape Verde. I was called by the Guidance Counselor and was told that he does not speak one word of English, but they needed to put him somewhere. How sad is that. . . there is no way for me to communicate with him. What do I do? (not to mention a sub will be in there on Monday)